Abstract:

In this research, which was carried out with the assumption that science lessons establish a ground for an effective learning environment for motivation and metacognitive awareness, it was aimed to examine the motivation of middle school students towards learning science and their metacognitive awareness in terms of various variables in the focus of science education and to determine the relationship between them. A total of 637 students participated in the study. The 'Science Learning Motivation Scale' were used to determine the students' science learning motivation and the 'Metacognitive Awareness Scale B form' was used to determine their metacognitive awareness. Mann Whitney U and Kruskal Wallis tests were used to analyze the data. As a result of the analyzes, it was determined that students' science learning motivation changed significantly according to gender, experimentation, participation in science projects, using science in daily life, grade level and science course grade point average. In addition, it was observed that there were significant differences in students' metacognitive awareness according to experimentation, participation in science projects, using science in daily life and science course grade point average. Therewithal, it was determined that there was a moderately positive relationship between the middle school students' science learning motivation and their metacognitive awareness. It is thought that teachers' diversification of learning environments with methods and techniques as well as activities and materials in science lessons, which enable students to develop their science learning motivation and metacognitive awareness, will make important contributions.

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