Özet:

In order for meaningful learning to take place, it is expected that individuals will combine the newly acquired information with the information available to them to create a behavioural change. Learning occurs as a result of experiences and individuals do not always learn in the same way. In this process, the individual must have knowledge about their cognitive system, their structure and intelligent metacognitive learning strategies, which are knowledge of their study. Experiential learning is considered as an effective way of educational approach. The reason for this is the impact of experiential learning on the development of learners’ metacognitive skills. The purpose of this study is to determine the effects of experiential learning model on prospective teachers’ metacognitive learning strategies. The pre and post-test research pattern with treatment and control groups was used throughout the study.  The treatment group received education through experiential learning model and the control group was taught within a traditional teacher-centred approach. The sampling consisted of 37 prospective chemistry teachers studying at Hacettepe University. In the research, metacognitive learning strategies scale was used as data collection tool. The results indicate that the average scores of student teachers obtained from the metacognitive learning strategies increased after the applications. These results show that the applicability of experiential learning to high school chemistry curriculum out of teaching curricula rather than those at the universities can be investigated.

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