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  Home > JCE Print > Journal of Chemical Education > Issues > 2009  > February  >
Research: Science and Education
Chemical Education Research
Design and Validation of an Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving
Melanie M. Cooper and Santiago Sandi-Urena
Department of Chemistry, Clemson University, Clemson, SC 29634
Cover
February 2009
Vol. 86 No. 2
p. 240
Abstract
The influence of metacognition on learning and problem solving has been demonstrated, and it is becoming increasingly clear that promoting metacognitive activity can produce substantial improvements in problem solving and learning in chemistry. This article reports the development and validation of an instrument designed to evaluate students’ metacognitive skillfulness in solving chemistry problems: the Metacognitive Activities Inventory (MCAI). This inventory may be used as a diagnostic tool to inform the implementation of interventions, as well as to evaluate the effect of changes in instruction. Reliability of the MCAI was measured in terms of internal consistency, and validity was examined in two dimensions: face validity, and construct validity. Evidence reported in this study indicates that the MCAI is a robust, reliable, and valid instrument.
Supplement
Metacognitive Activities Inventory; Factor analysis details
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Citation
Cooper, Melanie M.; Sandi-Urena, Santiago. J. Chem. Educ. 2009, 86, 240.
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Keywords
Chemical Education Research; Constructivism; Continuing Education; First-Year Undergraduate / General; Graduate Education / Research; High School / Introductory Chemistry; Learning Theories; Problem Solving / Decision Making; Second-Year Undergraduate; Student-Centered Learning; Testing / Assessment; Upper-Division Undergraduate
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History
Created:
Last Updated:
1/5/2009
1/14/2009
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