Fen öğretiminde beceri kavramı ve disiplinlerarası kullanımı

Karademir, Ersin

doi:10.14527/9786052410790.01

Cited by 1 publication

(2 citation statements)

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“…Therefore, both laying emphasis on life skills and also providing metacognitive awareness can be possible. (Karademir, 2017). Yaşam becerileri; ev, okul ve çevreleri gibi farklı ortamlara uyum sağlamayı, duygusal ve sosyal gelişimi, sağlıklı ve mutlu bireyler olmayı desteklemektedir (Danish, Forneris, Hedge ve Heke, 2004;Roodbari, Sahdipoor ve Ghale, 2013).…”

Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

“…Elde edilen bu sonuca göre fen bilgisi öğretmen adaylarının yaşam becerilerinin geliştirilmesinin bilişüstü farkındalığı geliştirmek ve bilişüstü farkındalıkların geliştirilmesinin yaşam becerilerini geliştirmek ile ilişkili olduğu söylenebilir. Yaşam becerileri; gündelik yaşamdaki gereksinimleri karşılama, karşılaşılan sorunlarla başa çıkabilme ve gelişimi etkin bir şekilde devam ettirebilme için gereken yeterliliği içermektedir (Karademir, 2017;Kolburan ve Tosun, 2011;Pujar ve Patil, 2016;Sreekumar, 2016). Bilişüstü farkındalık ise, bireyin kendini…”

Section: Bulgular Ve Yorumlarunclassified

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Investigation of Relationships between the Preservice Science Teachers’ Life Skills and Metacognitive Awareness

Zorlu

Dinç³

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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In this study, it was aimed to relationships between the preservice science teachers' life skills and metacognitive awareness. In the study, relational research method was used. In this research, accessible sampling method was used. Data of the study were obtained from 243 preservice science teachers studying in the second, third and fourth grades at the science education department. The "Life Skills Scale" and the "Metacognitive Awareness Inventory" were used as data collection tools in the study. The data were analyzed with simple correlation and liner regression. According to data obtained from the study, it was determined relationship between the preservice science teachers' life skills and metacognitive awareness. In addition, it was concluded that they were predictors their metacognitive awareness of prospective science teachers' life skills. It is thought that life skills will be effective in gaining metacognitive awareness. In order to gain metacognitive awareness, life skills should be given more in education and training programs and the process should be designed accordingly.

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Section: Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitiunclassified

Section: Bulgular Ve Yorumlarunclassified