Investigation of Metacognitive Awareness Levels of Preservice Science Teachers in Terms of Various Variables

Abstract

The aim of this study is to examine the metacognitive awareness levels of pre-service science teachers. For this purpose, the metacognitive awareness levels of pre-service science teachers and whether these levels differ according to various variables were examined. Descriptive and relational survey model was used in the research. The study group of the research consists of 622 pre-service science teachers who registered to the education faculties of five universities in the Aegean and Mediterranean regions. Metacognitive Awareness Inventory was used to collect data and personal information of teacher candidates was collected and recorded. The data of the research were analyzed using the SPSS 16.0 package program. Whether the data collected with the Metacognitive Awareness Inventory differ according to the personal characteristics of pre-service teachers and similar variables was examined. As a result of the research, it was seen that the pre-service teachers had a high level of metacognitive awareness. There is no significant difference in metacognitive awareness levels according to gender variable. When analyzed according to grade level, it was revealed that senior students had higher metacognitive awareness. No significant difference was found between metacognitive awareness levels according to age and academic average variables, but differences emerged for sub-dimensions of the inventory according to age and academic average variables.