The levels of metacognitive awareness of primary teacher trainees

Memnun, Dilek Sezgin; Akkaya, Recai

doi:10.1016/j.sbspro.2009.01.337

Cited by 34 publications

(31 citation statements)

References 15 publications

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“…Additionally, they play active role in their learning process to regulate, manage, and direct, and to judge what they have learned in time. This finding of study is in harmony with almost all relevant previous studies in literature (Memnun & Akkaya, 2009). Siswati and Corebima (2017) found a significance difference in metacognitive skills between junior high school students and senior high school students.…”

Section: Discussionsupporting

confidence: 92%

“…Kamid (2013) stated that there was not any difference in metacognition ability between male and female students when completing a task. Moreover, a wealth of research related to the effect of gender on metacognitive skills reached the similar conclusion that there was not any difference in metacognitive skills between male and female students (Niemivirta, 1997;Carr & Jessup, 1997;Bidjerano, 2005;Memnun & Akkaya, 2009;Akman & Alagöz, 2018;Hashempour, Ghonsooly, & Ghanizadeh, 2015;Kaur, 2017;Jaleel & Premachandran, 2016;Walberg, Harnisch, & Tsai, 1986;Friedman, 1989;Özsoy & Günindi, 2011;Sczesny & Kühnen, 2004;Benson, 2001;Vianty, 2007;Siswati & Corebima, 2017;Chisholm, 1999;Zülkiply, Kabid, & Ghani, 2008;Logan & Johnston, 2009). This finding of the research may be interpreted as gender is not a distinctive feature to be metacognitively aware.…”

Section: Discussionmentioning

confidence: 96%

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Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 96%

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Çakıcı¹

2018

JEL

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“…Furthermore, it was explained that male and female students had equal metacognitive skills in terms of understanding, planning, implementing, and doing a reflection of their work (reflection). The same results were also revealed by Niemivirta (1997), Carr and Jessup (1997), Bidjerano (2005), Memnun and Akkaya (2009), and Ozsoy and Gunindi (2011). This is in contrast with the results of the research conducted by Ogus and Ataseven (2016) and Ciscai, Liliana, and Lavinia (2011) explaining that there was a significant difference in metacognitive skills between male and female students.…”

Section: Discussionsupporting

confidence: 68%

The Effect of Education Level and Gender on Students’ Metacognitive Skills in Malang, Indonesia

Siswati

Corebima

2017

ASSRJ

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The students' thinking ability will develop with age. Educators are expected to know the development of the students' thinking ability, so that the empowerment of their thinking abilities, including metacognitive skills, can be done optimally. Gender is believed to be associated with the development of a person's thinking ability. This quasi experimental research aimed at investigating the effect of level of education and gender on students' metacognitive skills. The population of this research was the students of junior high schools and senior high schools in malang in 2015/2016 academic year. The school samples used in this research were junior high school muhammadiyah 1 and senior high school muhammadiyah 1 malang. The metacognitive skills were measured by essay test, and assessed by using the rubric of metacognitive skills. The results of the data analysis showed that the education level had an effect on students' metacognitive skill, but gender as well as the interaction between education level and gender did not have an effect on students' metacognitive skill. It is recommended to conduct further research related to the effect of education level on metacognitive skill using a bigger number of samples and even involving the samples studying at elementary school level.

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“…Alanyazın ilgili bulgu açısından incelendiğinde, yapılan pek çok çalışmanın sonucu (Memnun ve Akkaya, 2009;Özsoy, Çakıroğlu ve Kuruyer, 2010;Aydın ve Coşkun, 2011;Özsoy ve Günindi, 2011;Dilci ve Kaya, 2012) bu çalışmanın aksine cinsiyetin bilişötesi öğrenme stratejilerinin kullanımına etki etmediğini göstermektedir. Bu çalışmada, ilgili boyutlar açısından kadın öğretmen adaylarının ortalamalarının erkek öğretmen adaylarından daha yüksek olduğu yani kadın öğretmen adaylarının bilişötesi öğrenme stratejilerini erkek öğretmen adaylarına göre daha çok kullandıkları sonucuna ulaşılmıştır.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Öğretmen Adaylarının Bilişötesi (Üst Biliş) Öğrenme Stratejileri ile Akademik Öz Yeterlik İnançları Arasındaki İlişki

Tunca¹,

Alkın-Şahin²

2014

Anadolu Journal of Educational Sciences International

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Bu araştırmada, öğretmen adaylarının bilişötesi öğrenme stratejileri ile akademik özyeterlik inançları arasındaki ilişkinin belirlenmesi amaçlanmıştır. Ayrıca araştırmada, bilişötesi öğrenme stratejileri ve akademik özyeterlik inançlarının "cinsiyet, sınıf düzeyi, akademik başarı ve öğrenim görülen üniversite" değişkenlerine göre farklılaşıp farklılaşmadığı incelenmiştir. Tarama modelindeki araştırmanın çalışma grubunu, 2010-2011 eğitim-öğretim yılı Güz yarıyılında Ankara Üniversitesi, Anadolu Üniversitesi ve Eskişehir Osmangazi Üniversitesi Eğitim Fakültesinde öğrenim gören toplam 794 öğretmen adayı oluşturmaktadır. Araştırmanın verilerinin toplanmasında "Bilişötesi Öğrenme Stratejileri Ölçeği" ve "Akademik Özyeterlik Ölçeği" kullanılmıştır. Verilerin çözümlenmesinde, Pearson Momentler Çarpımı Korelasyon Katsayısı, t testi ve ANOVA ve Kruskall Wallis H testi kullanılmıştır. Araştırmadan elde edilen bulgular, öğretmen adaylarının bilişötesi öğrenme stratejileri ile akademik özyeterlik inançları arasında anlamlı ilişkiler olduğunu; bilişötesi öğrenme stratejilerinin cinsiyete akademik başarıya ve öğrenim görülen üniversiteye göre farklılaştığını; akademik özyeterlik inançlarının ise sınıf düzeyine, akademik başarıya ve öğrenim görülen üniversiteye göre farklılaştığını ortaya koymaktadır.Anahtar Sözcükler: Bilişötesi (üst biliş) öğrenme stratejileri; Akademik özyeterlik inancı; Özyeterlik inancı.

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The levels of metacognitive awareness of primary teacher trainees

Cited by 34 publications

References 15 publications

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

The Effect of Education Level and Gender on Students’ Metacognitive Skills in Malang, Indonesia

Öğretmen Adaylarının Bilişötesi (Üst Biliş) Öğrenme Stratejileri ile Akademik Öz Yeterlik İnançları Arasındaki İlişki

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