Design Of Metacognition Questionnaire On Physics Problem Solving Of High School Student

Since 1970, the metacognition theory was created by an eminent psychologist Flavell, some researchers probed into metacognition and then focused on training of subject ability in many countries. We only have some theoretical qualitative research but not on application.This paper introduces metacognition connotation,metacognition components and scale development from metacognition background .It bases on theoretical analysis and experimental research, and then designs physics problem solving metacognition scale for high school student. This scale is used in high school physics teaching and test student's metacognition level. According to the test results, teacher enhances training of Metacognition level and improves student's physics problem solving abilities.Based on positive study, the present probed into the design of metacognition questionnaire on physics problem solving of high school student. The procedure was as the following: an inventory involving metacognitive knowledge, metacognitive experience and metacognitive control was designed; the data was analyzed by means of Explore Factor Analysis. Finally, the scale was composed of 3 partial scales, 9 partial exams and 43 formal items.Based on interviews and open questionnaires, the author developed a scale for high school student in metacognition of physics problem solving and then it was conducted to high school student for 3 times; The total sample consisted of 267 high school students from Chongqing and Shan'xi. Five procedures were conducted including three sub-studies. (1) draw up question; (2) verify content validity; (3)analyze scale structural; (4)verify reliability;(5)verify criterion-related validity.Results of the study indicate that internal reliability is very satisfactory. Internal consistency analysis shows that the Cronbach's coefficient,split-half are 0.954,0.907, so reliability is sound; The correlation of the four Sub-scales and scale is notable and correlation is over 0.9, the four Sub-scales are independent, then structural validity is good. Students'scoreand Metacognition level is positive correlation. Criterion-related validity is ideal.So it can be used as an effective tool to assess high school students' physics problem solving metacognition.