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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

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Abstract (2. Language): 
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.
Abstract (Original Language): 
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.
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