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

Yıl 2017, Cilt: 25 Sayı: 2, 791 - 804, 15.03.2017

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.

Kaynakça

  • Alci, B., & Karatas, H. (2011). Teacher candidates’ metacognitive awareness according to their domains and sex. International Journal of Multidisciplinary Thought, 1(06), 255–263.
  • Al-Harthy, I. S., Was, C. A., & Isaacson, R. M. (2010). Goals, efficacy and metacognitive self-regulation a path analysis. International Journal of Education, 2(1), 1-20.
  • Baysal, Z. N., Ayvaz, A. Çekirdekçi, S., & Malbeleği, F. (2013). Sınıf öğretmeni adaylarının üstbilişsel farkındalıklarının farklı değişkenler açısından incelenmesi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37, 68-81.
  • Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification among Korean college students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14, 153-164.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., & Özkahveci, Ö. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239.
  • Cabı, E. (2015). Öğretmen adaylarının öz-düzenleme stratejileri ve akademik başarısı: Boylamsal bir araştırma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(3), 489-506.
  • Çöğenli, G. A. (2011). Sınıf öğretmenlerinin kullandıkları bilişüstü öğrenme stratejileri. I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Eskişehir.
  • Coutinho, S., A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7, 39-47.
  • De Jong, F. P. C. M. (1992). Zelfstandig leren. Regulation van het leerproces en leren reguleren: een procesbenadering [Independent learning. Regulation of the learning process and learning regulate a process approach] (Unpublished doctoral dissertation). Tilburg: Katholieke Universiteit.
  • Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. Elementary School Journal, 100, 473–490.
  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 22(1), 305-320.
  • Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). New York: Allyn & Bacon.
  • Ee, J., Moore, P. J., & Atputhasamy, L. (2003). High-achieving students: Their motivational goals, self-regulation and achievement and relationships to their teachers’ goals and strategy-based instruction. High Ability Studies, 14(1), 23-39.
  • Efklides, A., & Misailidi, P. (2010). Introduction: The present and the future in metacognition. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 1-18) New York: Springer.
  • Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. (1992). Scientific reasoning across different domains. In E. de Corte, M. C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving, Vol. 84 of the series NATO ASI Series (pp 345-371). Heidelberg: Springer Verlag.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 2, 462–482
  • Gül, Ş., Özay Köse, E., & Sadi Yılmaz, S. (2015). Biyoloji öğretmeni adaylarının üstbiliş farkındalıklarının farklı değişkenler açısından incelenmesi. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 12-1(23), 83-91.
  • İflazoğlu Saban, İ., & Tümkaya, S. (2008). Öğretmen adaylarının öğrenme stratejileri ile sosyo demografik özellikler ve akademik başarıları arasındaki ilişkinin incelenmesi.Ege Eğitim Dergisi, 9(1), 1-22.
  • Kacar, M., & Sarıçam, H. (2015). Sınıf öğretmen adaylarının üstbiliş farkındalıkları ile matematik kaygı düzeyleri üzerine bir çalışma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2), 137-152.
  • Kana, F. (2015). Türkçe öğretmeni adaylarının motivasyonel, bilişsel ve bilişüstü yeterlikleri. Uluslararası Eğitim Bilimleri Dergisi, 4, 395-407.
  • Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude treatment interaction approach to skill acquisition. Journal of Applied Psychology - Monograph, 74, 657-690.
  • Kartal, T., Kayacan, K., & Selvi, M. (2013). Examining the awareness levels of scientific attitudes and metacognitive learning strategies of preservice teachers from the point of multiple variables. The Journal of Academic Social Science Studies, 6(1), 913-939.
  • Kelemen, W. L., Frost, P. J., & Weaver, C. A. (2000). Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition, 28(1), 92-107.
  • Kılıç, Ç., & Tanrıseven, I. (2007). Öz-düzenleme stratejileri ve motivasyonel inançlar ile standart olmayan sözel problem çözme arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 167-180.
  • Kılınç, E, & Uygun, M. (2015). Sınıf öğretmeni adaylarının hayat bilgisi öğretimine yönelik öz yeterlik algıları ile bilişötesi farkındalıkları arasındaki ilişkinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 1-15.
  • Liem, A., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33,486-512.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of educational psychology, 89, 710-718.
  • Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34(4), 306-318.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59–74.
  • Ocak, G., & Yamaç, A. (2013). İlköğretim beşinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, motivasyonel inançları, matematiğe yönelik tutum ve başarıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 369-387.
  • Okçu, V., & Kahyaoğlu M. (2007). Primary school teachers’ metacognitive learning strategies. Journal of Suleyman Demirel University Institute of Social Sciences, 2(6), 129-146.
  • Özsoy, G., & Günindi, Y. (2011). Prospective preschool teachers’ metacognitive awareness. Elementary Education Online, 10(2), 430-440.
  • Özturan Sağırlı, M., Çiltaş, A., Azapağası, E., & Zehir, K. (2010). Yüksek öğretimin özdüzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi Örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
  • Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in higher education, 46(7), 731-768.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts & P. R., Pintrich (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: Michigan. ED 338 122.
  • Polleys, M. S. (2002). A study of relationships between self-regulated learning, personality and achievement. Paper presented at the annual meeting of the mid-south educational research association (Chattanooa, TN, November 6-8, 2002).
  • Sakız, G., & Yetkin Özdemir, İ. E. (2014). Özdüzenleme ve özdüzenlemeli öğrenme: kuramsal bakış. G. Sakız, (Ed.), Özdüzenleme-Öğrenmeden Öğretime Özdüzenleme Davranışlarının Gelişimi, Stratejiler ve Öneriler (1-27). Ankara: Nobel Akademik Yayıncılık.
  • Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236−248.
  • Schunk, D. (1995). Inherent details of self-regulated learning include student perceptions. Educational Psychologist, 30, 213–216.
  • Schunk, D., & Ertmer, P. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–646). San Diego, CA: Academic Press.
  • Shu-Shen, S. (2002). Children’s self-efficacy beliefs, goal setting behaviors, and self-regulated learning. Journal of National Taipei Teachers College, 15, 263–282.
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  • Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition and Learning, 30,123–146.
  • Wolters, C. A., Yu, S. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
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Fen Bilgisi ve Kimya Öğretmen Adaylarının Metabilişsel Öğrenme Stratejilerinin İncelenmesi

Yıl 2017, Cilt: 25 Sayı: 2, 791 - 804, 15.03.2017

Öz

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. 

Kaynakça

  • Alci, B., & Karatas, H. (2011). Teacher candidates’ metacognitive awareness according to their domains and sex. International Journal of Multidisciplinary Thought, 1(06), 255–263.
  • Al-Harthy, I. S., Was, C. A., & Isaacson, R. M. (2010). Goals, efficacy and metacognitive self-regulation a path analysis. International Journal of Education, 2(1), 1-20.
  • Baysal, Z. N., Ayvaz, A. Çekirdekçi, S., & Malbeleği, F. (2013). Sınıf öğretmeni adaylarının üstbilişsel farkındalıklarının farklı değişkenler açısından incelenmesi. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 37, 68-81.
  • Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification among Korean college students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
  • Bouffard-Bouchard, T., Parent, S., & Larivee, S. (1991). Influence of self-efficacy on self-regulation and performance among junior and senior high-school age students. International Journal of Behavioral Development, 14, 153-164.
  • Büyüköztürk, Ş., Akgün, Ö. E., Demirel, F., & Özkahveci, Ö. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239.
  • Cabı, E. (2015). Öğretmen adaylarının öz-düzenleme stratejileri ve akademik başarısı: Boylamsal bir araştırma. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(3), 489-506.
  • Çöğenli, G. A. (2011). Sınıf öğretmenlerinin kullandıkları bilişüstü öğrenme stratejileri. I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Eskişehir.
  • Coutinho, S., A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7, 39-47.
  • De Jong, F. P. C. M. (1992). Zelfstandig leren. Regulation van het leerproces en leren reguleren: een procesbenadering [Independent learning. Regulation of the learning process and learning regulate a process approach] (Unpublished doctoral dissertation). Tilburg: Katholieke Universiteit.
  • Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. Elementary School Journal, 100, 473–490.
  • Deniz, D., Küçük, B., Cansız, Ş., Akgün, L., & İşleyen, T. (2014). Ortaöğretim matematik öğretmeni adaylarının üstbiliş farkındalıklarının bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 22(1), 305-320.
  • Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). New York: Allyn & Bacon.
  • Ee, J., Moore, P. J., & Atputhasamy, L. (2003). High-achieving students: Their motivational goals, self-regulation and achievement and relationships to their teachers’ goals and strategy-based instruction. High Ability Studies, 14(1), 23-39.
  • Efklides, A., & Misailidi, P. (2010). Introduction: The present and the future in metacognition. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 1-18) New York: Springer.
  • Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Glaser, R., Schauble, L., Raghavan, K., & Zeitz, C. (1992). Scientific reasoning across different domains. In E. de Corte, M. C. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and problem solving, Vol. 84 of the series NATO ASI Series (pp 345-371). Heidelberg: Springer Verlag.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 2, 462–482
  • Gül, Ş., Özay Köse, E., & Sadi Yılmaz, S. (2015). Biyoloji öğretmeni adaylarının üstbiliş farkındalıklarının farklı değişkenler açısından incelenmesi. Hasan Âli Yücel Eğitim Fakültesi Dergisi, 12-1(23), 83-91.
  • İflazoğlu Saban, İ., & Tümkaya, S. (2008). Öğretmen adaylarının öğrenme stratejileri ile sosyo demografik özellikler ve akademik başarıları arasındaki ilişkinin incelenmesi.Ege Eğitim Dergisi, 9(1), 1-22.
  • Kacar, M., & Sarıçam, H. (2015). Sınıf öğretmen adaylarının üstbiliş farkındalıkları ile matematik kaygı düzeyleri üzerine bir çalışma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2), 137-152.
  • Kana, F. (2015). Türkçe öğretmeni adaylarının motivasyonel, bilişsel ve bilişüstü yeterlikleri. Uluslararası Eğitim Bilimleri Dergisi, 4, 395-407.
  • Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude treatment interaction approach to skill acquisition. Journal of Applied Psychology - Monograph, 74, 657-690.
  • Kartal, T., Kayacan, K., & Selvi, M. (2013). Examining the awareness levels of scientific attitudes and metacognitive learning strategies of preservice teachers from the point of multiple variables. The Journal of Academic Social Science Studies, 6(1), 913-939.
  • Kelemen, W. L., Frost, P. J., & Weaver, C. A. (2000). Individual differences in metacognition: Evidence against a general metacognitive ability. Memory & Cognition, 28(1), 92-107.
  • Kılıç, Ç., & Tanrıseven, I. (2007). Öz-düzenleme stratejileri ve motivasyonel inançlar ile standart olmayan sözel problem çözme arasındaki ilişkiler. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 167-180.
  • Kılınç, E, & Uygun, M. (2015). Sınıf öğretmeni adaylarının hayat bilgisi öğretimine yönelik öz yeterlik algıları ile bilişötesi farkındalıkları arasındaki ilişkinin incelenmesi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 1-15.
  • Liem, A., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33,486-512.
  • Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of educational psychology, 89, 710-718.
  • Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34(4), 306-318.
  • Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13, 59–74.
  • Ocak, G., & Yamaç, A. (2013). İlköğretim beşinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, motivasyonel inançları, matematiğe yönelik tutum ve başarıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 369-387.
  • Okçu, V., & Kahyaoğlu M. (2007). Primary school teachers’ metacognitive learning strategies. Journal of Suleyman Demirel University Institute of Social Sciences, 2(6), 129-146.
  • Özsoy, G., & Günindi, Y. (2011). Prospective preschool teachers’ metacognitive awareness. Elementary Education Online, 10(2), 430-440.
  • Özturan Sağırlı, M., Çiltaş, A., Azapağası, E., & Zehir, K. (2010). Yüksek öğretimin özdüzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi Örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.
  • Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the self-regulated learning of college students: Motivational strategies. Research in higher education, 46(7), 731-768.
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts & P. R., Pintrich (Eds.), Handbook of self-regulation (pp.13-39). San Diego, CA: Academic Press.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: Michigan. ED 338 122.
  • Polleys, M. S. (2002). A study of relationships between self-regulated learning, personality and achievement. Paper presented at the annual meeting of the mid-south educational research association (Chattanooa, TN, November 6-8, 2002).
  • Sakız, G., & Yetkin Özdemir, İ. E. (2014). Özdüzenleme ve özdüzenlemeli öğrenme: kuramsal bakış. G. Sakız, (Ed.), Özdüzenleme-Öğrenmeden Öğretime Özdüzenleme Davranışlarının Gelişimi, Stratejiler ve Öneriler (1-27). Ankara: Nobel Akademik Yayıncılık.
  • Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236−248.
  • Schunk, D. (1995). Inherent details of self-regulated learning include student perceptions. Educational Psychologist, 30, 213–216.
  • Schunk, D., & Ertmer, P. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P.R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631–646). San Diego, CA: Academic Press.
  • Shu-Shen, S. (2002). Children’s self-efficacy beliefs, goal setting behaviors, and self-regulated learning. Journal of National Taipei Teachers College, 15, 263–282.
  • Sungur, S. (2007). Modeling the relationships among students’ motivational beliefs, metacognitive strategy use, and effort regulation. Scandinavian Journal of Educational Research, 51(3), 315- 326.
  • Sungur, S., & Şenler, B. (2009). An analysis of Turkish high school students’ metacognition and motivation. Educational Research and Evaluation, 15(1), 45-62.
  • Temel, S. (2012). Problem çözme sürecinin temel unsurları: Üstbilişsel özdüzenleme stratejisi ve özyeterlik Algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Özel Sayı 2, 190-199.
  • Valle, A., Cabanach, R. G., Nunez, J. C., Gonzalez-Pienda, J., Rodriguez, S., & Pieniro, I. (2003). Cognitive, motivational, and volitional dimension of learning. Research in Higher Education, 44, 557–580.
  • van der Stel, M., & Veenman, M. V. (2008). Relation between intellectual ability and metacognitive skillfulness as predictors of learning performance of young students performing tasks in different domains. Learning and Individual Differences, 18(1), 128-134.
  • van der Stel, M., & Veenman, M. V. (2014). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European journal of psychology of education, 29(1), 117-137.
  • Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14 (6), 621−640.
  • Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and individual differences, 15(2), 159-176.
  • Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14(1), 89−109.
  • Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition and Learning, 30,123–146.
  • Wolters, C. A., Yu, S. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.
  • Yeşilyurt, E. (2013). An analysis of teacher candidates’ usage level of metacognitive learning strategies: Sample of a university in Turkey. Educational Research and Reviews, 8(6), 218-225.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Self-Regulation: Theory, Research, and Applications (13-39). San Diego, CA: Academic Press.
  • Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the lear
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Şenol Şen Bu kişi benim

Ayhan Yılmaz Bu kişi benim

Yayımlanma Tarihi 15 Mart 2017
Kabul Tarihi 8 Mart 2016
Yayımlandığı Sayı Yıl 2017 Cilt: 25 Sayı: 2

Kaynak Göster

APA Şen, Ş., & Yılmaz, A. (2017). An Investigation of Preservice Science and Chemistry Teachers’ Metacognitive Learning Strategies. Kastamonu Eğitim Dergisi, 25(2), 791-804.