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Development of a metaconceptual awareness and regulation scale
Date
2016-09-01
Author
Kirbulut, Zubeyde Demet
Kondakçı, Esen
Beeth, Michael Edward
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This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) - a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study was conducted with 349 10th grade students while 338 11th grade students participated in the validation study. In order to test the two-factor structure of MARS, confirmatory factor analysis was employed with data from the validation study. Findings supported the two-factor structure of the MARS instrument. For further validity evidence, the relationship between students' metaconceptual awareness and regulation and their use of learning strategies were examined using canonical correlation analysis. A significant correlation was found between the factors of MARS and learning strategies. Research and practical applications of MARS by science education researchers and teachers are discussed.
Subject Keywords
Metacognition
,
Metaconceptual awareness
,
Metaconceptual regulation
,
Scale development
,
Factor analysis
,
Canonical correlation analysis
URI
https://hdl.handle.net/11511/36151
Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
DOI
https://doi.org/10.1080/09500693.2016.1230791
Collections
Department of Mathematics and Science Education, Article