An investigation of pre-service primary school mathematics, science and classroom teachers’ metacognitive awareness in terms of knowledge of and regulation of cognition

Bu araştırma matematik, fen bilgisi ve sınıf öğretmenliği öğrencilerinin bilişötesi farkındalıklarının bir arada değerlendirilmesi, bilişötesi farkındalık boyutu ve alt boyutlarına ilişkin ortalama puanlarının belirlenmesi, bu farkındalıklarındaki eksikliklerin araştırılması ve bu eksikliklerin bu boyut ve alt boyutlar üzerinden incelenmesi amacıyla gerçekleştirilmiştir. Ayrıca, öğrencilerin bilişötesi farkındalıkların geliştirilebilmesi için çözüm önerileri sunulmuştur. Araştırmanın verileri, 125’i matematik, 121’i fen bilgisi ve 128’i ise sınıf öğretmenliği ana bilim dallarında okumakta olan toplam 374 öğrenciye “Bilişötesi Farkındalık Envanteri”nin uygulanması sonucunda elde edilmiştir. Bu araştırmada toplanan verilerin analizi sonucunda, öğrencilerin büyük çoğunluğunun bilişötesi farkındalıklarının yüksek düzeyde olmasına karşın geliştirilmeye ihtiyacı olduğu anlaşılmıştır. Öğrencilerin bilişötesi farkındalık boyut ve alt boyutlarından aldıkları ortalama puanlar üzerinden yapılan incelemeler, öğrencilerin bilişötesi farkındalığın özellikle de işlemsel bilgi, planlama, izleme ve değerlendirme alt boyutlarına ilişkin bilgilerinin geliştirilmeye ihtiyacı olduğunu göstermiştir.

Matematik, fen ve sınıf öğretmenliği öğrencilerinin bilişötesi farkındalıklarının bilişin bilgisi ve düzenlenmesi boyutları açısından incelenmesi

The aim of this research is to determine metacognitive awareness of students majoring in primary school mathematics, science, and classroom teaching programs at universities, explore problems pertaining to metacognitive awareness of those, and to make suggestions for solving those in order to develop their metacognitive awareness. Data were collected through the Metacognitive Awareness Inventory from 374 students, majoring in primary school mathematics, science and classroom teacher education programs. As a result of data analysis, it has been seen that metacognitive awareness levels of the majority are high but their awareness levels need to be highered to have very high levels of metacognitive awareness. When looking at average points related to subscales, it has been understood that students’ knowledge of operational knowledge need to be developed, and planning, monitoring and evaluation subscale points need to be highered

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