Abstract
Bu ara?tyrmanyn temel amacy Türkçe ö?retmeni adaylarynyn bili?üstü farkyndalyk düzeylerini belirlemektir. Ölçme aracy olarak, Schraw ve Dennison (1994) tarafyndan geli?tirilen Bili? Ötesi Farkyndalyk Envanteri (BFE) kullanylmy?tyr. Sekiz faktör ve 52 maddeden olu?an "BFE"nin her bir faktörü için iç tutarlylyk güvenirlik katsayysy .95 olarak belirlenmi?tir. Ara?tyrmanyn çaly?ma grubunu Atatürk Üniversitesi Türkçe Ö?retmenli?i bölümüne okuyan 129 ö?renci olu?turmaktadyr. Ara?tyrma sonunda; ö?retmen adaylarynyn bili?sel amaçlaryna ve ki?isel yeteneklerine ili?kin inançlarynyn yeterli düzeyde oldu?u, ba?arymy çözümleme, gelecekteki ba?aryma yönelik kestirimlerde bulunma, ö?renme stratejilerinin verimlili?ini de?erlendirme ve ba?aryma yönelik yanly?lary belirlemede yeterli bilgiye sahip olundu?u, problemi çözmek için stratejilerin nasyl kullanylaca?yna yönelik bilgi ile bu bilgi ve becerileri kullanma, düzenleme, ö?renme çyktylaryny ve verimlili?ini de?erlendirme, ba?arym ve kavramadaki bilgiyi daha verimli i?lemek için düzenleme, ayryntylandyrma, özetleme gibi beceri düzeylerinin oldukça yüksek oldu?u sonuçlaryna ula?ylmy?tyr.
Abstract
The objective of this study is to determine metacognition awareness levels of prospective Turkish teachers. The investigation has the quality of survey model. Metacognition Awareness Inventory (MAI) developed by Shraw and Dennison (1994) has been used as the survey tool. For each factor of MAI, which is composed of 8 factors and 52 articles, internal consistency reliability factor was determined as .95. The research population was composed of students from Ataturk University Department of Turkish Teaching. 129 students studying at Ataturk University Department of Turkish Teaching constituted the study group. At the end of the study, the beliefs of prospective teachers in their cognitive objectives and personal capabilities were on an adequate level. The individual's level for using the knowledge about how the strategies will be used to solve the problems, and for using and arranging knowledge and skills was high. When and why the individual will use explanatory and procedural knowledge, the selection of appropriate learning strategies by the individual and the individual's level for setting his cognitive resources to work for effective performance were determined. It has been concluded that the individual has adequate knowledge on analyzing his performance, making estimations about his performance in the future, evaluating effectiveness of his learning strategies and finding out his performance faults. It was determined that the individual's skill levels such as evaluating his learning outputs and effectiveness, organizing, detailing and summarizing to more effectively process the knowledge in his performance and understanding were high.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Public Administration |
| Authors | |
| Publication Date | February 1, 2011 |
| Published in Issue | Year 2011 Volume: 6 Issue: 1 |