SavedAdd your journal

Journals / International Journal of Assessment Tools in Education / 2019 / Cilt: 6 - Sayı: 1

Adaptation of Physics Metacognition Inventory to Turkish

Zeynep KOYUNLU ÜNLÜ
İlbilge DÖKME
Pages
125–137
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The adapted PMI presented in this research can be applied to evaluate the level of metacognition used by high school and university students in solving physics problems.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aimed to adapt the Physical Metacognition Inventory (PMI) developed by Taasoobshirazi and Farley (2013) to Turkish.
📊
Key Findings & Data:PMI consists of 24 items and six factors.
💡
Conclusion & Impact:The adapted PMI presented in this research can be applied to evaluate the level of metacognition used by high school and university students in solving physics problems.
🔬Design:Research Article
📍Scope:2013 Verileri
⚙️Variables:Physics education · Metacognition · Scale adaptation

Abstract

This study aimed to adapt the Physical Metacognition Inventory (PMI) developed by Taasoobshirazi and Farley (2013) to Turkish. PMI consists of 24 items and six factors. The scale items were translated into Turkish by the researchers, and a Turkish-English comprehensibility form was prepared to elicit the opinions of Turkish-English language experts. After making the necessary revision according to the feedback of the experts, a confirmatory factor analysis (CFA) was undertaken. A total of 554 students participated in the research, selected from prospective teachers enrolled in the science teaching and classroom teaching programs offered by education faculties or prospective engineers studying in engineering faculties. The results of CFA revealed that the factors and related items of the adapted scale were the same as in the original version. The reliability of measurement was calculated as 0.93 for the whole scale. The adapted PMI presented in this research can be applied to evaluate the level of metacognition used by high school and university students in solving physics problems.

Özet

This study aimed to adapt the Physical Metacognition Inventory (PMI) developed by Taasoobshirazi and Farley (2013) to Turkish. PMI consists of 24 items and six factors. The scale items were translated into Turkish by the researchers, and a Turkish-English comprehensibility form was prepared to elicit the opinions of Turkish-English language experts. After making the necessary revision according to the feedback of the experts, a confirmatory factor analysis (CFA) was undertaken. A total of 554 students participated in the research, selected from prospective teachers enrolled in the science teaching and classroom teaching programs offered by education faculties or prospective engineers studying in engineering faculties. The results of CFA revealed that the factors and related items of the adapted scale were the same as in the original version. The reliability of measurement was calculated as 0.93 for the whole scale. The adapted PMI presented in this research can be applied to evaluate the level of metacognition used by high school and university students in solving physics problems.

🔖

Cite This Article

ÜNLÜ, Z. K., DÖKME, İ. (2022). Adaptation of Physics Metacognition Inventory to Turkish. International Journal of Assessment Tools in Education, Cilt: 6 - Sayı: 1, 125–137. https://ajindex.com/articles/540180

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Abd-El-Khalick, F., & Akerson, V. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31, 2161-2184.
  2. Akben, N. (2018). Effects of the problem-posing approach on students’ problem solving skills and metacognitive awareness in science education. Research in Science Education, https://doi.org/10.1007/s11165-018-9726-7.
  3. Anzai, Y., & Yokoyama, T. (1984). Internal models in physics problem solving. Cognition and Instruction, 1(4), 397-450.
  4. Blakey, E., & Spence, S. (1990).
  5. Developing metacognition. Syracuse, NY: Clearinghouse on Information Resources (ERIC Document Reproduction Service No. ED 327 218). http://www.nagc.org/index.aspx?id=205 Date of access: 11.01.2018
  6. Brown, A. L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology, 7, 55-111. New York: Academic Press.
  7. Büyüköztürk, Ş. (2004). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences]. Ankara:
  8. Pegem A Yayıncılık. Chi, M.T.H. (2006). Two approaches to the study of experts’ characteristics. In N. Charness, P.J. Feltovich, R.R. Hoffman, & K.A. Ericsson (Eds.), The Cambridge handbook of expertise and expert performance (pp. 21-30).
  9. New York, NY: Cambridge University Press.
  10. Colthorpe, K., Sharifirad, T., Ainscough, L., Anderson, S., & Zimbardi, K. (2018). Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment & Evaluation in Higher Education, 43, 272–285.
  11. Dianovsky, M. T., & Wink, D. J. (2012). Student learning through journal writing in a general education chemistry course for pre-elementary education majors. Science Education, 96, 543-565.
  12. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I: temel kavramlar ve işlemler [Measurement and scale development in psychology-I: basic concepts and procedures]. Ankara:
  13. Pegem Akademi. Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive development inquiry. American Psychologist, 34(10), 906–911.
  14. Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. Research report. International Journal of Science Education, 26, 85-99.
  15. Ghanizadeh, A. (2018). The interplay between reflective thinking, critical thinking, self monitoring, and academic achievement in higher