Investigation of relationship between intellectual risk taking in science learning and metacognitive awareness

Abstract

In this study, the relationship between intellectual risk taking in science learning and metacognitive awareness of sixth, seventh and eighth-grade students was investigated by using the path analysis technique. This study is predictive research designed to determine the relationship between metacognitive awareness, grade level, gender, and students' intellectual risk taking. In the study, we examined a hypothesized model of relationships between variables. According to the hypothesized model, the endogenous variable of the study is IRT and exogenous variables are gender, grade level, and metacognition. In this study, 418 students enrolled in ordinary formal secondary schools were involved. One hundred and ninety-one were female while 227 were male. As data collection tools, two Likert type instruments; intellectual risk taking and metacognitive awareness scales, were used. The analysis of the data revealed that metacognitive awareness significantly predicted intellectual risk taking. In conclusion, there is a significant causal relationship between metacognitive awareness and intellectual risk taking. By increasing metacognitive awareness, we can increase intellectual risk taking and active participation to learning. It may be suggested to increase the sample size and to use different higher-order thinking skills methods and measure metacognitive awareness and IRT.