Revising and Validating the Science Learning Metacognition Scale

• Main Author: 陳怡如
• Other Authors: 洪振方
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/10412626823319013780

碩士 === 高雄師範大學 === 科學教育研究所 === 100 === This paper adapts the scale, Self-Efficacy and Metacognition Learning Inventory–Science (SEMLI–S), into the Science Learning Metacognition Scale as to more appropriately measure high school students’ use of metacognition in science learning with the attempts to explore their metacognitive science learning ability and to contribute to high school scientific education. The modified scale applies 30 items and five sub-scales: Constructivist Connectivity, Monitoring, Evaluation & Planning, Science Learning Self-efficacy, Leaning Risks Awareness, and Control of Concentration, targeting at 1128 high school students from 7 junior high schools and 4 senior high schools in Taiwan. The instruments applied to this paper include the Science Learning Metacognition Scale , the 2011 First Basic Competence Test for Junior High School Students– Subject: Natural Science, and 2011 General Scholastic Ability Test (GSAT)– Subject: Natural Science. The findings of this paper suggest: Referring to the validity examination, specialists’ inspection can build up the content validity. As for the construct validity, the factors measured in each question correspond to the theoretical concepts when undertaking both exploratory and confirmatory factor analyses. Moreover, it indicates the theoretical structure of the scale can sustain itself with confirmatory facts, which harmonizes the Self-Efficacy and Metacognition Learning Inventory-Science (SEMLI–S) developed by Thomas, Anderson, & Nashon (2008), and satisfies the condition of the discriminant validity. In regard to the reliability examination, the coefficient of internal consistency (0.87~0.93) and that of the test-retest reliability (0.69~0.86) demonstrate acceptable reliability in the scale and the subscales. Based on the findings, this paper develops further implications and suggestions which may assist the future research and teaching use.