Abstract:

This research was carried out to determine meta-cognitive awareness, problem solving skills and attitudes of prospective teachers towards technology and to determine the relations between them and effects of these three variables on each others. Research group is consisted of fourth grade prospective teachers attending to Science and Classroom Teacher Departments of three universities named Gaziosmanpaşa, Ondokuz Mayıs and Atatürk. Study data were collected with Meta-cognitive Awareness Inventory adapted to Turkish by Akın, Abacı and Çetin (2007), Problem Solving Inventory adapted to Turkish by Şahin, Şahin and Heppner (1993), and Technology Attitudes Scale designed by Altun (2002) and reorganized by Yörük (2013). According to the data analysis, it was found out that there were meaningful relations between prospective teachers’ meta-cognitive levels and attitudes toward technology (r=0,191, p<0,05); and between prospective teachers’ meta-cognitive levels and problem solving skills (r=0,451, p<0,05). It was concluded that the department which the prospective teachers attended affects the level of meta-cognitive awareness and problem solving skills however, it does not affect their attitudes towards technology. Based on the research results, it is suggested that the methods applied for the students of different universities attending in Science and Classroom Teacher Departments and the effects of Classroom Teacher Department students’ attitudes on science and on metacognitive awareness level should be investigated

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