Abstract:

The purpose of the present study was to investigate the factors that contributed to science achievement. Determining such factors enables researchers to design effective teaching strategies and learning environments to improve student learning. From a sociocognitive perspective, individuals have capability for “reflective self-consciousness”. In other words, people reflect on their experiences, evaluate their thinking processes, monitor their ideas, and make necessary changes. This implies the prominent role of meta-level variables in learning. Among these variables, the present study focused particularly on metaconceptual awareness and regulation and meta-affect. The following research question guides the study: How well eight grade students’ metaconceptual awareness and regulation and meta-affect predict their science achievement? The sample consisted of 536 8th grade students from three secondary schools in the eastern part of Turkey. Metaconceptual Awareness and Regulation Scale (MARS) developed by the researchers was used to assess students’ metaconceptual awareness and regulation in learning science. It includes ten items in a 6-point Likert type scale from never (1) to always (6) with two dimensions: metaconceptual awareness and metaconceptual regulation. Students’ meta-affective processes were measured via Meta-Affective Trait Scale (MATS) developed by the researches. The MATS is a 6-point Likert type scale from never (1) to always (6). It consisted of 17 items in two dimensions: affective awareness and affective regulation. Students’ science achievement scores were obtained from the national exam called Transition from Primary Education to Secondary Education System. It included 20 questions in Cell Division and Heredity and Force and Motion and was scored out of 100. Stepwise Multiple Linear Regression (MLR) analysis was conducted to analyze the data. The outcome variable was students’ science achievement scores. The predictor variables were students’ scores on the dimensions of the MARS and MATS. When we examined descriptive statistics, it appeared that students had relatively high scores on metaconceptual awareness (M=5.02; SD=.84) and affective awareness (M=5.04; SD=.80). They had average scores in metaconceptual regulation (M=4.26; SD=.94), affective regulation (M=4.36; SD=.88), and science achievement (M=58.40; SD=21.66). The model explained 18% of the variation in students’ science achievement (F(3, 532) = 39.97, p<.05). Metaconceptual awareness (β=.21), metaconceptual regulation (β=.18), and affective awareness (β=.11) were significant predictors of students’ science achievement. Results imply that students who are aware of their conceptions and affect, monitor and judge their ideas tend to have high science achievement. Considering results, we suggest educators to encourage students to be aware of their conceptions and feelings and to regulate (monitor and evaluate) their cognitive activities. This is important for conceptual change to occur as well. Furthermore, educators should develop instructional strategies that enhance students’ metaconceptual awareness and regulation and meta-affect. Overall, the findings of this study contribute to the field of science education since it provides an empirical support for the role of metaconceptual awareness and regulation and meta-affect in achievement.

Keywords:

Metacognition, metaconceptual, meta-affect, science achievement, multiple linear regression.