Exploring the Metacognitive Orientation of the Science Classrooms in a Thai Context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The metacognitive orientation of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition. Social constructivism was the guiding referent informing the instrument's orientation and development. The Metacognitive Orientation Learning Environment Scale - Science (MOLES-S) is the instrument measures students' perceptions of the extent to which certain psychosocial dimensions evident in learning environments where interventions have resulted in enhanced student metacognition are evident in their science classrooms. This study aim to explored the metacognitive orientation of the classrooms of 1,376 Grades 10-12 students in Northeast Thailand and their perceptions of those environments. The Metacognitive Orientation Learning Environment Scale - Science (MOLES-S) analysis of the data revealed that the participants' classroom learning environments had as not be sufficiently oriented to developing and enhancing students' metacognition only item 18 on students' voice and item 21-25 on students' contribute control. The participants with different school, grade, gender and age did not significantly have different metacognitive orientation of the classrooms there were no interaction among school, grade, gender and age variables.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it