Özet:

The aim of the study is to determine the relationship between pre-service teachers’ academic achievements in Initial Reading-Writing Teaching course and their attitude towards this course, metacognitive awareness level and thinking styles. According to this aim, pre-service teachers’ thinking styles, metacognitive awareness levels, academic achievement and attitudes toward teaching initial reading writing course were detected. In addition, the prediction level of metacognitive awareness level, thinking styles and attitudes on academic achievement were investigated. Relational screening model was used for the purpose of the study, which was conducted in the spring term of the 2011-2012 Academic Year. The population of the study consists of 673 pre-service primary school teachers from 7 different education faculties. In this research, “Initial Reading Writing Course Academic Achievement Test” developed by the researcher was used for determining primary school pre-service teachers’ initial reading writing course academic achievement and “Initial Reading Writing Course Attitude Scale” developed by the researcher used for determining primary school pre-service teachers’ attitudes toward initial reading writing course. Moreover, for determining thinking styles “Thinking Styles Inventory” developed by Sternberg and Wagner (1992) and adapted into Turkish by Fer (2005) and for determining metacognitive awareness level “Metacognitive Awareness Inventory” developed by Schraw and Dennison (1994) and adapted into Turkish by Akın, Abacı and Çetin (2007) and for determining pre-service teacher’s personal informations personal information form were used. The results of the research indicated that primary school pre-service teachers prefer legislative thinking style. On the other hand, it was found that primary school pre-service teachers’ academic achievement, attitude toward initial reading writing course and metacognitive awareness are high. Attitudes toward initial reading writing course have an on predicting academic achievement in initial reading writing course; whereas the level of metacognitive awareness and thinking styles do not.

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