Background and Purpose: Metavisualization plays a key role in science and technological learning in which visualization is practiced. We conducted two sequential studies with the purposes to first develop an instrument that allows individuals to report or reflect on their metavisualization, and then validate the instrument and investigate the relationships among the dimensions of metavisualization. Sample: A total of 320 university students participated in this research. Methods: Through exploratory factor analysis (EFA) in the first study and partial least squares–structural equation modeling (PLS-SEM) in the second study, the validity and reliability of the instrument measuring the four dimensions of metavisualization were reported, and a theoretical model delineating the relationships among the four variables was explored. Findings: It was found that metacognitive skills, rather than metacognitive knowledge, significantly contributed to the demonstration of epistemic knowledge and judgment criteria during visualization. Metacognitive knowledge may also play an indirect role in learners’ epistemic performance through its relation with metacognitive skills. Implications: The results provide insights to advance understanding of metavisualization and its relation to metacognition and epistemic practice. The validated instruments may be used for future quantitative or mixed research to advance understanding of the role metavisualization plays in various contexts of learning in science and technological education.
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