Predicting students' critical thinking dispositions in science through their perceptions of constructivist learning environments and metacognitive self-regulation strategies: a mediation analysis

Dokmecioglu B., TAŞ Y., YERDELEN S.

EDUCATIONAL STUDIES, cilt.48, sa.6, ss.809-826, 2022 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 48 Sayı: 6
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/03055698.2020.1833838
  • Dergi Adı: EDUCATIONAL STUDIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, International Bibliography of Social Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts, Worldwide Political Science Abstracts
  • Sayfa Sayıları: ss.809-826
  • Anahtar Kelimeler: Critical thinking dispositions, constructivist learning environment, metacognitive self-regulation strategies, science education, EFFICACY, BELIEFS, SKILLS
  • Atatürk Üniversitesi Adresli: Evet

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 constructivist features of the learning environment and metacognitive self-regulation strategies in students' critical thinking dispositions in science.