The Relationship between Pre-Service Elementary School Teachers’ Metacognitive Science Learning Orientations and Their Use of Constructivist Learning Environment

Abstract

The purpose of this study was to investigate the role of pre-service elementary school teachers’ metacognitive science learning orientations in predicting their use of constructivist learning environment. A total of 178 pre-service elementary school teachers participated in this study. Constructivist Learning Environment Survey (CLES) and Self-Efficacy and Metacognition Learning Inventory—Science (SEMLI-S) were administered to the participants. In this study the CLES consisted of four dimensions: Uncertainty (U), Critical Voice (CV), Shared Control (SC), and Student Negotiation (SN). The SEMLI-S also includes four dimensions: Constructivist Connectivity (CC), Monitoring, Evaluation and Planning (MEP), Science Learning Self-efficacy (SE), and Learning Risks Awareness (AW). Four separate Multiple Linear Regression analyses were conducted. The results revealed that the SE and the AW were significant predictors for the U; the MEP and AW were significant predictors for the CV; the AW was significant predictor for the SN. None of the predictors contributed to the SC.