Öğretmen Adaylarının Üstbilişsel Farkındalık Düzeylerinin Belirli Değişkenler Açısından İncelenmesi

Year 2019, Volume: 8 Issue: 3, 1035 - 1054, 15.10.2019

Funda Ekici , Burcu Ulutaş , Basri Atasoy

https://doi.org/10.14686/buefad.566640

Cited By: 4

Abstract

Üstbilişi konu alan bu
çalışmanın 2 amacı vardır: öğretmen adaylarının (1) üstbilişsel farkındalık
düzeylerinin belirlenmesi ve (2) üstbilişsel farkındalıklarının akademik
başarı, cinsiyet, sınıf düzeyleri ve öğrenim görülen bölüm değişkenleri
açısından incelenmesidir. Çalışma grubunu biyoloji, fizik ve kimya öğretmen
adayları (N=367) oluşturmaktadır. Öğretmen adaylarının üstbilişsel
farkındalıklarının tespit edilmesi için Üstbilişsel Farkındalık Envanteri (ÜFE)
veri toplama aracı olarak kullanıldı. Bu çalışmanın modeli ilişkisel tarama
modelidir. Elde edilen verilerin analizi için Pearson korelasyon analizi,
ilişkisiz örneklemler t-testi ve tek faktörlü ANOVA testi yapıldı. Analiz
sonuçlarına göre öğretmen adaylarının üstbilişsel farkındalıkları ile akademik
başarıları ile arasında anlamlı bir ilişki olduğu belirlendi. Ayrıca öğretmen adaylarının
üstbilişsel farkındalıklarının sınıf düzeylerine göre de farklılık gösterdiği
tespit edildi. Ancak öğretmen adaylarının üstbilişsel farkındalıkları ile
cinsiyet ve öğrenim görülen bölüm değişkenleri arasında bir fark olmadığı
belirlendi. 

Keywords

Üstbilişsel Farkındalık, Akademik başarı, Cinsiyet, Sınıf Düzeyi, Bölüm

An Investigation of Preservice Teachers’ Levels of Metacognitive Awareness in Terms of Certain Variables

Abstract

This
study focuses on metacognition and has two main purposes: (1) to determine
preservice teachers’ levels of metacognitive awareness and (2) to determine how
they relate to the variables of academic achievement, gender, grade level and
department. The participants were biology, physics and chemistry preservice
teachers (N=367). The Metacognitive Awareness Inventory (MAI) was used as a
data collection tool for determining the preservice teachers’ metacognitive
awareness. This is an associational survey study. Pearson’s correlation
analysis, the independent samples t-test and one-way ANOVA were used to analyze
the data. The results indicated a significant relationship between preservice
teachers’ metacognitive awareness and academic achievement. Their metacognitive
awareness also significantly varied by their grade level. However, no
significant relationships were found between the preservice teachers’
metacognitive awareness and gender or department.

Keywords

Metacognitive Awareness, Academic Achievement, Gender, Grade Level, Department

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