An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies

Şenol Şen; Ayhan Yılmaz

EN TR

An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies

Abstract

The purpose of this study was to determine the effect of preservice teachers’ domains on metacognitive learning strategies and to investigate the predictive role of motivational beliefs on their metacognitive learning strategies. This study was conducted with correlational design. The study group was comprised of preservice science and chemistry teachers. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as data collection tool. According to independent samples t-test results, preservice teachers’ domains did not have any significant effect on their metacognitive learning strategies. Also, the results revealed that control of learning beliefs, self-efficacy for learning and performance, task value and learning goals of preservice science teachers and self-efficacy for learning and performance, learning goals and task value of preservice chemistry teachers made a statistically significant contribution to the prediction of metacognitive self-regulation.

Keywords

Domain,metacognitive learning strategies,motivational beliefs,preservice science and chemistry teachers

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Şenol Şen This is me

Ayhan Yılmaz This is me

Publication Date

March 15, 2017

Submission Date

May 18, 2017

Acceptance Date

March 8, 2016

Published in Issue

Year 2017 Volume: 25 Number: 2

IZ

https://izlik.org/JA55ST74HJ

APA

Şen, Ş., & Yılmaz, A. (2017). An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal, 25(2), 791-804. https://izlik.org/JA55ST74HJ

AMA

1.Şen Ş, Yılmaz A. An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal. 2017;25(2):791-804. https://izlik.org/JA55ST74HJ

Chicago

Şen, Şenol, and Ayhan Yılmaz. 2017. “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”. Kastamonu Education Journal 25 (2): 791-804. https://izlik.org/JA55ST74HJ.

EndNote

Şen Ş, Yılmaz A (March 1, 2017) An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal 25 2 791–804.

IEEE

[1]Ş. Şen and A. Yılmaz, “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”, Kastamonu Education Journal, vol. 25, no. 2, pp. 791–804, Mar. 2017, [Online]. Available: https://izlik.org/JA55ST74HJ

ISNAD

Şen, Şenol - Yılmaz, Ayhan. “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”. Kastamonu Education Journal 25/2 (March 1, 2017): 791-804. https://izlik.org/JA55ST74HJ.

JAMA

1.Şen Ş, Yılmaz A. An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal. 2017;25:791–804.

MLA

Şen, Şenol, and Ayhan Yılmaz. “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”. Kastamonu Education Journal, vol. 25, no. 2, Mar. 2017, pp. 791-04, https://izlik.org/JA55ST74HJ.

Vancouver

1.Şenol Şen, Ayhan Yılmaz. An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal [Internet]. 2017 Mar. 1;25(2):791-804. Available from: https://izlik.org/JA55ST74HJ

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An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies

An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies

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Keywords

Fen Bilgisi ve Kimya Öğretmen Adaylarının Metabilişsel Öğrenme Stratejilerinin İncelenmesi

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