Predicting students’ critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis
Yazarlar (3)
Bircan Dökmecioğlıu
Police Department, Türkiye
Police Department, Türkiye
Prof. Dr. Yasemin Taş Atatürk Üniversitesi, Türkiye
Prof. Dr. Sündüs YERDELEN Kafkas Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Educational Studies (Q3) | ||
| Dergi ISSN | 0305-5698 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 11-2022 |
| Cilt / Sayı / Sayfa | 48 / 6 / 809–826 | DOI | 10.1080/03055698.2020.1833838 |
| Makale Linki | http://dx.doi.org/10.1080/03055698.2020.1833838 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| This study investigated the mediator role of metacognitive self-regulation strategies in the relationship between students’ perceptions of constructivist learning environments and critical thinking dispositions in science. The data were collected through self-report questionnaires from 678 Turkish seventh-grade students. Path analysis showed that students’ perceptions of constructivist learning environments and use of metacognitive self-regulation strategies positively predicted their critical thinking dispositions. Moreover, students who reported high levels of constructivist learning environment perceptions also reported using more metacognitive self-regulation strategies. Mediation analysis indicated that metacognitive self-regulation strategies mediated the relationship between constructivist learning environment perceptions and critical thinking dispositions. Findings of the study highlight the importance of … |
| Anahtar Kelimeler |
| constructivist learning environment | Critical thinking dispositions | metacognitive self-regulation strategies | science education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 9 |
| Scopus | 13 |
| Google Scholar | 39 |