The Extent to Which the Characteristics of a Metacognitive Oriented Learning Environment Predict the Characteristics of

Abstract

Problem Statement:Based on information presented in previous literature, that the characteristics of learning environments foster metacognition and thinking, it is believed that metacognitiveoriented classrooms can contribute to the formation of environments needed to teach thinking, and when metacognitiveoriented learning environment characteristics of classrooms are developed, their suitability for thinking education will be enhanced. However, in literature, there is no research looking at the predictive relationship between the characteristics of a metacognitiveoriented learning environment and the characteristics of a thinking-friendly classroom.

Purpose of the Study:The purpose of the current study is to investigate the predictive relationships between the characteristics of a metacognitiveoriented learning environment in science classes and the characteristics of a thinking-friendly classroom based on the opinions of secondary school students. 

Method: The study is a predictive study designed in the relational survey model. The sampling of the study consists of 378 students attending secondary schools in the city of Kutahya. In the study, The Metacognitive Orientation Learning Environment Scale–Science (MOLES-S) and Thinking-Friendly Classroom Scale (TFCS) were employed as data collection instruments. In the analysis of the data, Pearson correlation analysis and multi-linear regression were used. 

FindingsandResults:The results of the regression analysis revealed that all the predictive variables together can meaningfully explain 53% of the total variance in TFCS total score: 57% of the variance in teacher behaviors promote thinking; 39% of the variance in student behaviors promote thinking; and 6% of the variance in behaviors prevent thinking.

Conclusion and Recommendations: In light of the findings of the study, it can be argued that the characteristics of a metacognitiveoriented learning environment can account for nearly half of the characteristics of thinking-friendly classrooms (in total score) and for the student and teacher behaviors that are part of these characteristics. Thus, theoretical explanations of metacognitiveoriented learning environments and thinking-friendly classrooms have been confirmed to a great extent in actual classroom environments. Strong predictive relationships found in the study indicate a need to establish metacognitiveoriented learning environments to inculcate students’ thinking skills. 

Keywords: Metacognition, thinking, metacognitiveoriented learning environment, thinking-friendly classroom environment, secondary school students

Keywords

• Metacognition, thinking, metacognitive oriented learning environment, thinking-friendly classroom environment, secondary school students

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