Türkçe Öğretmeni Adaylarının Üstbilişsel Farkındalık Düzeylerinin İncelenmesi

Aydın, Erkan

doi:10.54979/turkegitimdergisi.1059829

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…These are the creation of activities related to metacognition, the execution of the metacognitive process by teachers and the basis of an approach that spreads not only to the result but also to the process. In this respect, it is thought that teachers should have awareness of metacognition (Aydın, 2022). As a matter of fact, the teacher should organize the process for this situation by creating metacognitive-based learning environments in order to organize the learning process more quality.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

Başer

DEMİR

2022

Academy Journal of Educational Sciences

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Metacognition is defined as individuals having knowledge and control over their own cognitive systems. Self-efficacy for teacher candidates is defined as a teacher's belief in the capacity or ability of his students to create the desired learning outcomes. Self-regulatory learning, on the other hand, is defined as thoughts, feelings and actions that are planned and applied cyclically to achieve an individual goal. In this study, it was aimed to examine the relationship between self-efficacy, self-regulation and metacognitive awareness scores and academic performance. In other studies, in the relevant literature, the relationship between academic performance and three variables, whose relationship with academic performance is examined separately, will be examined as a whole. At the same time, it will be checked whether there is a significant difference between the groups in three variable scores according to various variables. Since the aim of the research is to examine the relationship between the factors affecting the self-efficacy, self-regulation and metacognitive awareness scores of teacher candidates and the variables in question and academic performance, the relational screening model suitable for these purposes will be used. The population of the research consists of teacher candidates studying in the 2022-2023 academic year at the faculty of education at a state university in the Aegean Region. The appropriate sampling method was used for data collection. Teacher Self-Efficacy Scale adapted to Turkish by Çapa, Çakıroğlu and Sarıkaya (2005), Self-regulatory Learning Skills Scale developed by Turan (2009), and Metacognitive Awareness Scale developed by Fırat Durdukoca and Arıbaş (2019) were used as data collection tools. As a result of the research, no significant difference was found in the variables of gender, department, quality of the family residence. It was determined that there was no significant relationship between family and student income variables and scale scores. In the class variable, it was found that there was a significant difference in favor of upper classes according to the three scale scores. In addition, it was determined that the three scale scores explained 47% of the total variance in academic performance.

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Section: Introductionmentioning

confidence: 99%

Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

Başer

DEMİR

2022

Academy Journal of Educational Sciences

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The Evaluation of the Educational Videos Watched During the Teaching Career Stage Process According to Teacher's Opinions

BAKIRCI,

KAYA,

PARLAK

2023

Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Bu çalışmanın temel amacı, öğretmenlik kariyer basamakları sürecinde izlenen eğitim videolarının öğretmen görüşlerine göre tespit etmektir. Bu çalışma, nitel araştırma desenlerinden durum çalışması ile yürütülmüştür. Çalışmanın katılımcıları, 2022-2023 eğitim öğretim yılında Van’da görev yapan farklı branştan 13 öğretmenden oluşmaktadır. Katılımcıların tamamı devlet okullarında görev yapmaktadır. Katılımcılar, amaçlı örneklem yöntemlerinden kolay ulaşılabilir örneklemeye göre belirlenmiştir. Çalışmanın verileri dört sorudan oluşan yapılandırılmış görüşme formu ile toplanmıştır. Toplanan verilerin analizinde nitel analiz çeşitlerinden içerik analiz kullanılmıştır. Araştırma sonucunda öğretmenler videolarla kişisel gelişimi arttırma, sınıf yönetimini etkili hâle getirme, gelişen teknolojiye ayak uydurma, özel eğitim ve rehberlik, eğitim öğretimi bütün olarak ele almak, sosyal etkileşim ve iletişim, okul güvenliği temel etkinliklerinin edindirilmeye çalışıldığını belirtmişlerdir. Ayrıca izletilen videoların sınav için yetersiz olduğunu, ilgili materyallerde düz bir anlatımın olduğunu, videoların gereğinden fazla uzatıldığını, bireyin ilgisini çekmeyecek nitelikte olduklarını, görsel materyallerle yeterince desteklenmediklerini ifade etmişlerdir. Görüşlerine başvurulan öğretmenler, video içeriklerinin uzun olmasının sosyal hayatlarını olumsuz yönde etkilediklerini, günlük yaşama stresli başladıklarını, fiziksel ve psikolojik yorgunluk yaşadıklarını, ailelerini ihmal ettiklerini, ilgili tatilden hiçbir şey anlamamalarına sebep olduklarını dile getirmişlerdir. Öğretmenler ayrıca bu kadar video izlemenin ortaya çıkardığı sorunların yanı sıra genel itibariyle sınav kaygısı yaşadıklarını belirtmişlerdir. Öğretmenlerin görüşleri doğrultusunda videolar yeniden düzenlenebilir.

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Metacognitive Awareness and Autonomous Learning Skill Levels in Gifted Children

Savaş Yağcı,

Demirtaş

2024

JFCE

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The aim of this study is to examine the relationship between metacognitive awareness and autonomous learning skill levels of gifted students. The research sample consists of 338 gifted students in the 3-4-5-6-7-8th grade levels studying at Izmit Science and Art Center. The research was designed in the correlational screening model, one of the quantitative research methods. The research data were collected with Metacognitive Awareness A and B Scales and Autonomous Learning Scale. In the study, it was found that there was no significant relationship between metacognitive awareness and autonomous learning skills of gifted students studying at the 3-4-5th grade levels. It was found that there was a moderate, positive and significant relationship between metacognitive awareness and autonomous learning skills of gifted students studying at the 6-7-8th grade level. It was found that the metacognitive awareness levels of gifted students studying at the 3-4-5th grade level were at a medium level, while the metacognitive awareness levels of gifted students studying at the 6-7-8th grade level were at a high level. In the study, it was determined that the autonomous learning skill levels of gifted students studying at both 3-4-5th grade levels and 6-7-8th grade levels were at a medium level.

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Türkçe Öğretmeni Adaylarının Üstbilişsel Farkındalık Düzeylerinin İncelenmesi

Cited by 3 publications

References 15 publications

Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

Investigation of the Relationship of Self-Efficacy, Self-Regulation and Metacognitive Awareness with Academic Performance through Artificial Neural Networks

The Evaluation of the Educational Videos Watched During the Teaching Career Stage Process According to Teacher's Opinions

Metacognitive Awareness and Autonomous Learning Skill Levels in Gifted Children

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