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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Şenol Şen Bu kişi benim

Ayhan Yılmaz Bu kişi benim

Yayımlanma Tarihi

15 Mart 2017

Gönderilme Tarihi

18 Mayıs 2017

Kabul Tarihi

8 Mart 2016

Yayımlandığı Sayı

Yıl 2017 Cilt: 25 Sayı: 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 Eğitim Dergisi. 2017;25(2):791-804. https://izlik.org/JA55ST74HJ

Chicago

Şen, Şenol, ve 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 (01 Mart 2017) An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Education Journal 25 2 791–804.

IEEE

[1]Ş. Şen ve A. Yılmaz, “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”, Kastamonu Eğitim Dergisi, c. 25, sy 2, ss. 791–804, Mar. 2017, [çevrimiçi]. Erişim adresi: 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 (01 Mart 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 Eğitim Dergisi. 2017;25:791–804.

MLA

Şen, Şenol, ve Ayhan Yılmaz. “An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies”. Kastamonu Education Journal, c. 25, sy 2, Mart 2017, ss. 791-04, https://izlik.org/JA55ST74HJ.

Vancouver

1.Şenol Şen, Ayhan Yılmaz. An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Eğitim Dergisi [Internet]. 01 Mart 2017;25(2):791-804. Erişim adresi: https://izlik.org/JA55ST74HJ

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Fen Bilgisi ve Kimya Öğretmen Adaylarının Metabilişsel Öğrenme Stratejilerinin İncelenmesi

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

Öz

Anahtar Kelimeler

Fen Bilgisi ve Kimya Öğretmen Adaylarının Metabilişsel Öğrenme Stratejilerinin İncelenmesi

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

IZ

Kaynak Göster