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

Zübeyde Demet Kırbulut, Muhammed Sait Gökalp


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.

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