Abstract:

The aim of this study is to investigate the awareness level of preservice teachers about scientific attitudes and metacognitive learning strategies from the point of multiple variables. In the study, descriptive survey model was used. Survey model is one of the most popular models in social sciences and a way to reach a wide sample. Groups in this study were selected within the simple random sampling. In the simple random sampling, all units in the population have the same and independent chance to be selected to group. However, simple random sampling methods are more influential than other sample methods about providing sample and the competency of the sample to present population is higher. Within this framework, 203 preservice teachers from Primary Education Department, Social Sciences Department and Science Education Department in Selçuk University in 2010-2011 academic year. Collecting data consists of three chapters. In the first chapter; to determine the scientific attitudes of preservice teachers SAI II, Scientific Attitude Inventory developed by Moore&Foy (1997) and transcribed into Turkish by Demirbaş and Yağbasan (2006), in the second chapter; to determine the metacognitive learning strategies of preservice teachers Metacognitive Learning Strategies Scale developed by Namlu (2004), and in the third chapter to determine the demographic informations of preservice teachers Personal Knowledge Form were used. It is seen that Scientific Attitude Inventory is quite reliable (?=0.76) and Metacognitive Learning Strategies Scale is highly reliable(?=0.81). Quantitive data obtained from data collection tools were analysed by transfering them to SPSS 15.00 package in computer environment. Frequency (f), percentage (%), arithmetic mean (x ¯) and Standard deviation (Sd) regarding the points from measurement tools about research sub-problems were calculated and t-test for binary variables, One Way Anova for variables more than two and Tukey Test to identify the source of the significant difference were used. In case of significant difference between groups, effect size eta-square? (??^2) was examined. According to research findings; metacognitive learning strategies and awareness of preservice teachers about scientific attitudes are “Often” level and there is a significant relationship between their points of metacognitive learning strategies and scientific attitudes.

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