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

ABSTRACT

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.

KEYWORDS:

• Critical thinking dispositions
• constructivist learning environment
• metacognitive self-regulation strategies
• science education

Acknowledgments

This study was produced from Bircan Dökmecioğlu’s master’s thesis.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bircan Dökmecioğlu

Bircan Dökmecioğlu is a science teacher and has a Master’s degree. Her themes of research includes students' critical thinking dispositions in science and science learning environment.

Yasemin Tas

Yasemin Tas is an Associate Professor in the Department of Mathematics and Science Education at Atatürk University in Erzurum, Turkey. Her themes of research includes motivation, self-regulation, and design based science instruction.

Sündüs Yerdelen

Sündüs Yerdelen is an Associate Professor in the Department of Mathematics and Science Education at Kafkas University in Kars, Turkey. Her themes of research includes motivation, self-regulation, and design based science instruction.