Abstract
The aim of the present study was to investigate the differences in teacher candidates’ metacognitive skills analyzed according to the year of study in their undergraduate program they were in. The research methodology in the study was survey. Among survey types, the cross-sectional design was used. The sample of the study included a total of 1072 students (322 male and 750 female) who studied in the Elementary Education, Science Education, and Preschool Teaching Divisions at the Canakkale Onsekiz Mart University, Faculty of Education, Department of Primary School Education during the spring semester of 2012 to 2013. Data was collected using the “Metacognitive Skills Inventory for Adults”, which was developed by Schraw & Denisson (1994) and adapted into Turkish by Ozcan (2007). It was found that the metacognitive skill scores of teacher candidates who were studying in their third and fourth years were higher than those who attended first year and second year. Key words: Faculty of Education, metacognitive skills, thinking, year of study.
Highlights
The constructivist learning approach requires developing students’ metacognitive skills via courses
The analysis of the variance that related to metacognitive skills of the students who are in different classes, was presented
When we examined the differences in metacognitive skill scores by year of study, we observed that the differences originated from the teacher candidates who attend third year and fourth year were in the regulation of cognitive skills and awareness of cognitive characteristics sub scales and the total scale
Summary
The constructivist learning approach requires developing students’ metacognitive skills via courses. In Turkey, elementary education programs were developed in accordance with the constructivist approach in the academic year of 2004 to 2005. It is expected that teacher candidates, who will practice constructivist applications in the classroom setting, have sufficient levels of metacognitive skills. The concept of metacognition was first established at the beginning of the 20th century by psychologists such as William James, Jean. Theory and research in the field of metacognition were composed of studies on metacognitive development, which were conducted in the early 1970’s. This body of research, which was based on a broad theoretical framework, included studies conducted by
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