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

Year 2017, Volume: 25 Issue: 2, 791 - 804, 15.03.2017

Şenol Şen Ayhan Yılmaz

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

Fen Bilgisi ve Kimya Öğretmen Adaylarının Metabilişsel Öğrenme Stratejilerinin İncelenmesi

Abstract

Bu çalışmanın amacı öğretmen adaylarının alanlarının (bölümlerinin) metabilişsel
öğrenme stratejileri üzerindeki etkisini belirlemek ve motivasyonel inançlarının metabilişsel
öğrenme stratejilerini yordama gücünü tespit etmektir. Çalışma, ilişkisel tarama modelinde
yürütülmüştür. Çalışma grubunu fen bilgisi ve kimya öğretmen adayları oluşturmaktadır.
Öğrenmede Güdüsel Stratejiler Anketi (ÖGSA) veri toplama aracı olarak kullanılmıştır.
Bağımsız örneklemler t-testi sonuçlarına göre öğretmen adaylarının alanlarının metabilişsel
öğrenme stratejileri üzerinde anlamlı bir etkisi yoktur. Ayrıca çalışma sonunda fen bilgisi
öğretmen adaylarının öğrenmeye ilişkin kontrol inançları, öğrenme ve performansla ilgili
özyeterlikleri, görev değerleri ve öğrenme hedeflerinin, kimya öğretmen adaylarının ise
öğrenme ve performansla ile ilgili özyeterlikleri, öğrenme hedefleri ve görev değerlerinin
metabilişsel öğrenme stratejileri üzerinde anlamlı birer yordayıcı olduğu belirlenmiştir. 

Keywords

Alan, metabilişsel öğrenme stratejileri, motivasyonel inançlar, fen bilgisi ve kimya öğretmen adayları

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