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Design and Validation of an Instrument To Assess Metacognitive Skillfulness in Chemistry Problem Solving

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Melanie M. Cooper and Santiago Sandi-Urena

Department of Chemistry, Clemson University, Clemson, SC 29634

J. Chem. Educ., 2009, 86 (2), p 240

DOI: 10.1021/ed086p240

Publication Date (Web): February 1, 2009

Section:

History, Education, and Documentation

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.

Keywords (Audience):

Continuing Education

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Constructivism

Keywords (Subject):

Learning Theories

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This article has been cited by 4 ACS Journal articles (4 most recent appear below).

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  Educators and educational researchers strive to evaluate the impact of teaching on learning. To perform these assessments, we rely on instruments (e.g., surveys, questionnaires, tests, inventories) constructed of various items. But how do we know that the ...
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