Based on these findings, some suggestions were made for teachers to be able to help students use metacognition more effectively in science classes.
📌 3 Key Takeaways
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Objective & Hypothesis:The aim of this study is to examine how well gifted students’ self-efficacy and epistemological beliefs (justification, development and source/certainty) predict their metacognitin use in science problem solving.
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Key Findings & Data:For this purpose, Epistemological Beliefs Questionnaire, Motivated Strategies for Learning Questionnaire, and Metacognitive Activities Inventory were administered to 81 gifted students.
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Conclusion & Impact:Based on these findings, some suggestions were made for teachers to be able to help students use metacognition more effectively in science classes.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Gifted students · metacogntion · self-efficacy
Abstract
The aim of this study is to examine how well gifted students’ self-efficacy and epistemological beliefs (justification, development and source/certainty) predict their metacognitin use in science problem solving. For this purpose, Epistemological Beliefs Questionnaire, Motivated Strategies for Learning Questionnaire, and Metacognitive Activities Inventory were administered to 81 gifted students. Results of multiple regression analysis showed that the gifted students who feel self-efficacious in science and who believe that scientific knowledge can change, and it is constructed by judging evidence and experts’ opinions critically tend to use metacognition at higher levels while solving science problems. Based on these findings, some suggestions were made for teachers to be able to help students use metacognition more effectively in science classes.
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