摘要：AbstractThe 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.
