Examining the mediating effect of nature of science perceptions on the relationship between metacognition and science self-efficacy

Abstract

ABSTRACT Background The nature of science (NOS) and science self-efficacy have an important place in the development of scientific literacy, which is the ultimate goal of science education. However, the relationship between them and metacognition, which can have a significant impact on these variables, is an under-researched area and worthy of study. Purpose To fill this gap in the literature, this study examines the relationship between metacognition, NOS perceptions, and science self-efficacy using structural equation modeling. Sample A total of 448 secondary school students (grades 5–8) participated in the study. Design and Method Students’ Ideas about the Nature of Science, Science Learning Self-Efficacy Belief Scale, and Metacognitive Awareness Scales were utilized to collect the data. Structural equation modeling (SEM) was performed to reveal the mediating role of the NOS perceptions in the relationship between science self-efficacy and metacognition of secondary school students. Results and Conclusion The results showed that NOS perceptions partially mediate the relationship between metacognition and science self-efficacy. Furthermore, metacognition highly predicted NOS perceptions and science self-efficacy, providing clues to the formation or prevention of misconceptions about the nature of science. From this perspective, it is suggested that developing students’ metacognition should be another important goal of science education to increase their scientific literacy.