Öğretmen Adaylarının Üstbilişsel Farkındalık Düzeylerinin Belirli Değişkenler Açısından İncelenmesi

Üstbilişi konu alan bu çalışmanın 2 amacı vardır: öğretmen adaylarının (1) üstbilişsel farkındalık düzeylerinin belirlenmesi ve (2) üstbilişsel farkındalıklarının akademik başarı, cinsiyet, sınıf düzeyleri ve öğrenim görülen bölüm değişkenleri açısından incelenmesidir. Çalışma grubunu biyoloji, fizik ve kimya öğretmen adayları (N=367) oluşturmaktadır. Öğretmen adaylarının üstbilişsel farkındalıklarının tespit edilmesi için Üstbilişsel Farkındalık Envanteri (ÜFE) veri toplama aracı olarak kullanıldı. Bu çalışmanın modeli ilişkisel tarama modelidir. Elde edilen verilerin analizi için Pearson korelasyon analizi, ilişkisiz örneklemler t-testi ve tek faktörlü ANOVA testi yapıldı. Analiz sonuçlarına göre öğretmen adaylarının üstbilişsel farkındalıkları ile akademik başarıları ile arasında anlamlı bir ilişki olduğu belirlendi. Ayrıca öğretmen adaylarının üstbilişsel farkındalıklarının sınıf düzeylerine göre de farklılık gösterdiği tespit edildi. Ancak öğretmen adaylarının üstbilişsel farkındalıkları ile cinsiyet ve öğrenim görülen bölüm değişkenleri arasında bir fark olmadığı belirlendi. 

An Investigation of Preservice Teachers’ Levels of Metacognitive Awareness in Terms of Certain Variables

This study focuses on metacognition and has two main purposes: (1) to determine preservice teachers’ levels of metacognitive awareness and (2) to determine how they relate to the variables of academic achievement, gender, grade level and department. The participants were biology, physics and chemistry preservice teachers (N=367). The Metacognitive Awareness Inventory (MAI) was used as a data collection tool for determining the preservice teachers’ metacognitive awareness. This is an associational survey study. Pearson’s correlation analysis, the independent samples t-test and one-way ANOVA were used to analyze the data. The results indicated a significant relationship between preservice teachers’ metacognitive awareness and academic achievement. Their metacognitive awareness also significantly varied by their grade level. However, no significant relationships were found between the preservice teachers’ metacognitive awareness and gender or department.

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