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Meltem Kuvac - One of the best experts on this subject based on the ideXlab platform.

  • PRESERVICE SCIENCE TEACHERS’ Metacognitive Awareness LEVELS
    European Journal of Education Studies, 2016
    Co-Authors: Isil Koc, Meltem Kuvac
    Abstract:

    The purpose of this study was to determine preservice science teachers’ Metacognitive Awareness levels and to investigate whether their Metacognitive Awareness levels differ in terms of gender and grade level. A total of 188 preservice science teachers participated in the study. Personal Information Form and the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) were utilized as data collection tools in the study. The data obtained were analyzed using the PASW Statistics 18 (SPSS Inc.). According to the results, preservice science teachers’ Metacognitive Awareness levels were determined generally high. However, a significant gender difference favoring female preservice science teachers was found in terms of debugging sub-component. When the total and sub-component scores of MAI were examined by grade level, a significant difference was found in the sub-components apart from conditional knowledge and debugging. Suggestions were made based on the findings obtained from the study. Article visualizations:

Dilek Sezgin Memnun - One of the best experts on this subject based on the ideXlab platform.

  • A comparison of Metacognitive Awareness levels of future elementary teachers in Turkey and USA
    Educational Research Review, 2013
    Co-Authors: Dilek Sezgin Memnun
    Abstract:

    The aim of this research is to examine and compare Metacognitive Awareness levels or dimensions related to the Metacognitive Awareness of students who were studying in undergraduate programs about elementary education at Georgia State and Uludag University. In addition, it is aimed to explore the differences between the Metacognitive Awareness levels of the American and Turkish students. Data were collected by utilizing the Metacognitive Awareness inventory to 215 students. 104 students were studying at Georgia State University and 111 students were studying at Uludag University. Statistical analysis results revealed that the Metacognitive Awareness of American and Turkish students for every level was similar, and that very few of these have low levels of Metacognitive Awareness. Significant differences appeared in dimensions and sub-dimensions of Metacognitive Awareness. Therefore, in order to develop pre-service teachers’ Metacognitive Awareness, effective activities for courses that develop and support Metacognitive knowledge and skills could be organised by academicians in USA and Turkey.

  • Elementary School Mathematics Teacher Trainees Metacognitive Awareness Levels: Turkey Case
    Journal of International Education Research (JIER), 2012
    Co-Authors: Dilek Sezgin Memnun, Lynn C. Hart
    Abstract:

    The aim of this research is to determine the Metacognitive Awareness levels of elementary mathematics teacher trainees and to investigate whether their Awareness differs according to gender and class level. We also investigate the relationship between the Metacognitive Awareness levels of trainee mathematics teachers and their overall performance course grades. The Metacognitive Awareness Inventory, developed by Schraw and Dennison (1994) and adapted into Turkish by Ak?n, Abac? and tin (2007), was implemented with a total of 153 mathematics teacher trainees. Analysis of the data collected suggests that most of the mathematics teacher trainees have a high level of Metacognitive Awareness. There was no significant difference between the Metacognitive Awareness levels of mathematics teacher trainees by gender or by class levels. There was a low level, positive relationship between their Metacognitive Awareness levels and their overall performance on university course grades.

  • The levels of Metacognitive Awareness of primary teacher trainees
    Procedia - Social and Behavioral Sciences, 2009
    Co-Authors: Dilek Sezgin Memnun, Recai Akkaya
    Abstract:

    Abstract The aim of this study is to determine the level of Metacognitive Awareness of primary teacher trainees and to examine whether there is a difference according to class levels and gender or not. In accordance with this purpose, the inventory of Metacognitive Awareness was applied to 263 candidate teachers (157 female, 106 male), studying at Uludag University. At the end of the study, it was understood that the majority of the primary teacher trainees had high level of Metacognitive Awareness. Furthermore, there appeared no significant difference among the scores of candidate teachers’ Metacognitive Awareness according to gender, but there appeared significant difference among the scores of candidate teachers’ Metacognitive Awareness according to class levels.

Ching-ting Chou - One of the best experts on this subject based on the ideXlab platform.

  • Comparison of Taiwanese and Canadian Students' Metacognitive Awareness of Science Reading, Text, and Strategies.
    International Journal of Science Education, 2013
    Co-Authors: Jing-ru Wang, Shin-feng Chen, I. Fang, Ching-ting Chou
    Abstract:

    This study used a Chinese-language version of the Index of Science Reading Awareness to explore the science reading metacognition and comprehension of Taiwanese students. Structural equation modelling results confirmed the underlying model comprised three clusters of Metacognitive knowledge: beliefs and confidence in science reading, knowledge of structure of science text, and knowledge of science reading strategies. The main contribution of the current research was to provide evidence about the relationship between Metacognitive Awareness and comprehension of science text. In addition, data comparisons to Canadian (British Columbia) benchmarks from the original development revealed that Metacognitive Awareness of science reading deteriorated from elementary to middle school in both countries, and there were no significant differences of Metacognitive Awareness of science reading between Canadian and Taiwanese students. Instructional suggestions for raising students' Metacognitive Awareness on science rea...

Premachandran. P - One of the best experts on this subject based on the ideXlab platform.

  • A Study on the Metacognitive Awareness of Secondary School Students.
    Universal Journal of Educational Research, 2016
    Co-Authors: Sajna Jaleel, Premachandran. P
    Abstract:

    Metacognition means "thinking about one's own thinking". There are two aspects of metacognition: - reflection- thinking about what we know and self-regulation- managing how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these Metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. Metacognitive beliefs, Metacognitive Awareness, Metacognitive experiences, Metacognitive knowledge, Metacognitive skills, executive skills, higher-order skills, metacomponents, metamemory are some of the terms that we are often using in association with metacognition. Metacognitive Awareness means being aware of how you think. Metacognition is the Awareness of one's thinking and the strategies one is using. It enables students to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations. The investigators in this paper try to analyze the Metacognitive Awareness of secondary school students. The investigators use a standardized Awareness inventory for checking the Metacognitive Awareness of secondary school students. The study tries to find out whether there exists any significant difference between the various sub samples Gender, Locality and Type of Management of school based on their Metacognitive Awareness. The investigators use appropriate statistical techniques for the data collection and analysis of the data.

Isil Koc - One of the best experts on this subject based on the ideXlab platform.

  • PRESERVICE SCIENCE TEACHERS’ Metacognitive Awareness LEVELS
    European Journal of Education Studies, 2016
    Co-Authors: Isil Koc, Meltem Kuvac
    Abstract:

    The purpose of this study was to determine preservice science teachers’ Metacognitive Awareness levels and to investigate whether their Metacognitive Awareness levels differ in terms of gender and grade level. A total of 188 preservice science teachers participated in the study. Personal Information Form and the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison (1994) were utilized as data collection tools in the study. The data obtained were analyzed using the PASW Statistics 18 (SPSS Inc.). According to the results, preservice science teachers’ Metacognitive Awareness levels were determined generally high. However, a significant gender difference favoring female preservice science teachers was found in terms of debugging sub-component. When the total and sub-component scores of MAI were examined by grade level, a significant difference was found in the sub-components apart from conditional knowledge and debugging. Suggestions were made based on the findings obtained from the study. Article visualizations: