Exploring The Relationship Between Thai Science Teachers’ Metacognition And Their Perceptions Of Metacognitively Oriented Learning Environments

Abstract

Thailand reports low levels of students' science achievement. Many studies suggest that developing students’ metacognition, which is knowledge, control, and awareness of one’s own thinking and learning processes, could enhance students’ science learning. To develop learning environments that supports the development of students’ metacognition, fundamental information about teachers’ metacognition and their perceptions of their actual and preferred learning environments is needed. This research explored Thai science teachers’ metacognition and their perceptions of the extent to which their classrooms are or could become metacognitively oriented, and the relationship between those aspects. The research is grounded on Social Constructivism that explains how students’ metacognition could be enhanced by their interactions with teachers and other students in Metacognitive Oriented Learning Environments (MOLEs). A convergent mixed methods research design was adopted. There were 214 Thai science teachers at secondary level who completed questionnaires, and 29 of them were interviewed. The teachers reported their metacognition and that metacognition varied between them. Specifically, teachers reported more favorably about their metacognitive knowledge than regulation. The findings also suggest a medium correlation between all three elements of teachers’ metacognition: Declarative Knowledge, Learning Process Knowledge, and Regulation; and the metacognitive orientation of their science classrooms. The differentiation of teachers’ actual MOLEs and their interest in MOLEs could be explained in relation to the teachers’ perceptions of their lack of knowledge, a lack of time, students’ low motivation for learning, and varying expectations for learning.