Özet:

Feeling sufficient themselves in terms of vocational and field knowledge of classroom teacher candidates has a very important role in order to be successful teachers. The subjects concerning Physical Geography which examines Earth surface that are lived on take a place intensely within the Elementary School Curriculum. In this study, it is aimed to determine metacognitive awareness levels of Classroom Teaching students regarding Physical Geography subjects. The data of research were gained from 90 second grade students who studied at Artvin Coruh University, Faculty of Education, Department of Classroom Teaching in 2011-2012 academic year. To determine metacognitive awareness levels of the students, “The Scale of Metacognitive Awareness Skills for Turkey’s Physical Geography” with 24 items that was developed by adapting by the researchers was used. It was done exploratory factor analysis and confirmatory factor analysis by using Lisrel 8.51 program while the scale was being prepared. After the analyses, it was determined seven lower dimensions (map knowledge, landforms, climate, hydrography, natural disasters, vegetation, and soils) in the scale, and it was checked up the coefŞcient alpha and internal consistency ofCronbach for the reliability analysis of each lower dimension. An achievement test was used for each item of the scale of metacognitive awareness skills. The achievement test was anayzed through face validity by the field experts, and suitable items were selected. Data were interpreted by using frequency (f) and percentage (%). Research findings show that students have a medium level metacognitive awareness regarding Turkey’s Physical Geography subjects

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