Metacognitive Skills Effect Towards Development of Scientific Temper of Prospective Teachers

Abstract

Scientific temper is a critical attribute that fosters an individual's ability to think critically, evaluate evidence, and approach problems systematically. In the context of education, prospective teachers play a vital role in shaping the scientific temper of future generations. The study intended to explore the influence of metacognitive skills on the development of Scientific temper of prospective teachers. The descriptive survey design has been employed to investigate the effect of Metacognitive Skills on the Scientific Temper of prospective teachers. Meta-Cognitive Skills Scale (Madhu Gupta and Suman) and Scientific Temper Inventory (K.S. Misra) have been used to measure metacognitive skills and scientific temper of 82 B.Ed. students studying in the Unity College of Teacher Education, Dimapur, Nagaland. The hypothesis of the study stated as “The distribution of Scientific Temper is the same across categories of Metacognitive skill levels”. Kruskal-Wallis Test has been administered to test the hypothesis using SPSS software. The null hypothesis rejected and confirmed that there is significant effect of Metacognitive skills of prospective teachers on their Scientific Temper.