Gender (M or F) ______

 

Metacognitive Orientation Scale – S

(MOLES-S)

 

What Actually Happens in the Science Classroom?

 

Directions

  1. Purpose of the Questionnaire

      This questionnaire asks you to describe HOW OFTEN each of the following important practices takes place in this science classroom. There are no right or wrong answers. This is not a test and your answers will not affect your assessment. Your opinion is what is wanted. Your answers will enable us to improve future science classes.

 

  1. How to Answer Each Question

            On the next few pages you will find 35 sentences. For each sentence, circle ONLY ONE number corresponding to your answer. For example:

 

 

 

Almost always

Often

Sometimes

Seldom

Almost Never

Students are asked by the teacher to think about their difficulties in learning science

 

5

 

4

 

3

 

2

 

 

1

 

 

  1. How to Change Your Answer

      If you want to change your answer, cross it out and circle a new number.

 

  1. Course Information

      Please provide information in the box below. Please be assured that your answers to this question will be treated confidentially.

 

Course/ Year in School

 

 

 

  1. Now turn the page and please give an answer for EVERY question.

 

Metacognitive demands

 

Almost Always

Often

Some-times

Seldom

Almost Never

In this science classroom:

 

1. Students are asked by the teacher to think about how they learn science.

 

2. Students are asked by the teacher to explain how they solve science problems.

 

3. Students are asked by the teacher to think about their difficulties in learning science.

 

4. Students are asked by the teacher to think about how they could become better learners of science.

 

5. Students are asked by the teacher to try new ways of learning science.

 

 

 

5

 

 

5

 

 

 

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3

 

 

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3

 

 

2

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

1

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

 

Student-student discourse

Almost Always

Often

Some-times

Seldom

Almost Never

 

In this science classroom:

 

6. Students discuss with each other about how they learn science.

 

7. Students discuss with each other about how they think when they learn science.

 

8. Students discuss with each other about different ways of learning science.

 

9. Students discuss with each other about how well they are learning science.

 

10. Students discuss with each other about how they can improve their learning about science.

 

 

 

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4

 

 

 

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3

 

 

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3

 

 

 

3

 

 

 

2

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

1

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

 

 

Student-teacher discourse

 

Almost Always

Often

Some-times

Seldom

Almost Never

In this science classroom:

 

11. Students discuss with the teacher how they learn science.

 

12. Students discuss with the teacher about how they think when they learn science.

 

13. Students discuss with the teacher about different ways of learning science.

 

14. Students discuss with the teacher about how well they are learning science.

 

15. Students discuss with the teacher about how they can improve their learning of science

 

 

 

5

 

 

5

 

 

 

5

 

 

 

5

 

 

 

5

 

 

4

 

 

4

 

 

 

4

 

 

 

4

 

 

 

4

 

 

3

 

 

3

 

 

 

3

 

 

 

3

 

 

 

3

 

 

2

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

1

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

 

Student voice

Almost Always

Often

Some-times

Seldom

Almost Never

In this science classroom:

 

16. It is OK for students to tell the teacher when they don’t understand science.

 

17. It is OK for students to ask the teacher why they have to do a certain activity.  

 

18. It is OK for students to suggest alternative science learning activities to those proposed by their teacher.

 

19. It is OK for students to speak out about activities that are confusing

 

20. It is OK for students to speak out about anything that prevents them from learning.

 

 

 

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4

 

 

 

4

 

 

 

4

 

 

 

4

 

 

 

4

 

 

 

3

 

 

 

3

 

 

 

3

 

 

 

3

 

 

 

3

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

Distributed control

 

Almost Always

Often

Some-times

Seldom

Almost Never

In this science classroom:

 

21. Students help the teacher plan what needs to be learned.

 

22. Students help the teacher decide which activities they do.

 

23. Students help the teacher to decide which activities are best for them.

 

24. Students help the teacher decide how much time they spend on activities.

 

25. Students help decide when it is time to begin a new topic.

 

 

 

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4

 

 

 

4

 

 

 

4

 

 

3

 

 

3

 

 

 

3

 

 

 

3

 

 

 

3

 

 

2

 

 

2

 

 

 

2

 

 

 

2

 

 

 

2

 

 

 

1

 

 

1

 

 

 

1

 

 

 

1

 

 

 

1

 

Teacher encouragement and support

Almost Always

Often

Some-times

Seldom

Almost Never

 

In this science classroom:

 

26. The teacher encourages students to try to improve how they learn science.

 

27. The teacher encourages students to try different ways to learn science.

 

28. The teacher supports students who try to improve their science learning.

 

29. The teacher supports students who try new ways of learning science.

 

30. The teacher encourages students to talk with each other about how they learn science.

 

 

 

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2

 

 

 

1

 

 

 

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1

 

 

 

1

 

 

 

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Emotional Support

 

Almost Always

Often

Some-times

Seldom

Almost Never

In this science classroom:

 

31. Students are treated fairly.

 

32. Students’ efforts are valued.

 

33. Students’ ideas are respected.

 

34. Students’ individual differences are respected.

 

35. Students and the teacher trust each other.

 

 

 

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1