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Autor/inn/en | Thomas, Gregory P.; Chantharanuwong, Warawan |
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Titel | Factor Structure and Dimensionality of an Instrument Designed to Measure the Metacognitive Orientation of Thai Science Classroom Learning Environments |
Quelle | In: International Journal of Educational Methodology, 8 (2022) 4, S.805-818 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Thomas, Gregory P.) ORCID (Chantharanuwong, Warawan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Foreign Countries; Factor Structure; Science Instruction; Teaching Methods; Measures (Individuals); Metacognition; Individual Development; Grade 10; Grade 12; High School Students; Reliability; Factor Analysis; Evaluation Methods; Thailand Ausland; Faktorenstruktur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Individuelle Entwicklung; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Reliabilität; Faktorenanalyse |
Abstract | The purpose of this study was to establish the factor structure and dimensionality of the Metacognitive Orientation Learning Environment Scale -- Science (MOLES-S) in the Thai context. The metacognitive orientation of a science classroom learning environment is defined as the extent to which psychosocial conditions that are known to enhance students' metacognition are evident in a specific science classroom. This study builds on earlier work in the research areas of science education, metacognition, and learning environments. A sample of 5418 Thai science students in grades 10 to 12, from 40 schools across Thailand, completed the MOLES-S that had been translated into Thai. Exploratory factor analysis was undertaken and Rasch analysis was used to calibrate the scale and explore its dimensionality. The results suggest that the MOLES-S(T), where (T) represents Thailand, has the same factor structure as the original MOLES-S, is reliable, and can be used with confidence in research into metacognition in Thai high school science classrooms. (As Provided). |
Anmerkungen | Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |