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Destekleme ve Yetiştirme Kursları Kapsamındaki Fen Dersine İlişkin Öğrencilerin Üstbilişsel Strateji Eğilimlerinin İncelenmesi

Yıl 2025, Cilt: 19 Sayı: 1, 113 - 141, 27.06.2025

Emrullah Deniz

https://doi.org/10.17522/balikesirnef.1566280

Öz

Yaygın eğitim kapsamındaki destekleme ve yetiştirme kurslarında (DYK) öğrencilerin ders başarısının artırılması hedeflenmektedir; ancak, bu süreçte öğrencilerin motivasyonel bileşenlere ilişkin algılarının ne yönde değiştiği dikkate alınmamaktadır. Bu ihtiyaca yönelen bu araştırma, yaz dönemi DYK kapsamındaki öğrencilerin fen dersi bağlamındaki motivasyonel bir bileşen olan üstbiliş öğrenme stratejilerine (ÜÖS) ilişkin algılarının boylamsal eğilimlerine odaklanmıştır. İlişkisel tarama modelinde yürütülen bu araştırmaya, dört farklı ortaokuldan toplamda 622 öğrenci (%51.6 kadın; %48.4 erkek) katılmıştır. Ulaşılan sonuçlara göre, öğrencilerin ÜÖS kullanma eğilimleri, boylamsal olarak anlamlı düzeyde artmıştır. Buna ek olarak, kadın ve erkek öğrencileri yansıtan gruplar arası sonuç, iki grubun ÜÖS puanları arasında anlamlı bir farklılık oluşmadığını yansıtmaktadır. Öğrencilerin herhangi bir öğretimsel müdahale olmadan ÜÖS puanlarının artması, seçime dayalı DYK’nın öğrencilerin öğrenme görevlerine aktif katılımını artırdığı ve derse yönelik motivasyonel süreçleri teşvik ettiğini göstermektedir. Bu da öğrencilerin öğrenme sırasında ve sonunda bilişsel stratejileri aktif olarak kontrol ettikleri anlamına gelmektedir. Sonuçlar, öğrencilerin fen dersine yönelik yaygın ve informal öğrenme ortamlarından daha fazla yararlanmalarının gerektiğini göstermektedir. Kursların kapsayıcılığının, öğrenme kayıpları yüksek olan, fen dersine karşı ilgi düzeylerinde gerileme olan ve sosyoekonomik dezavantajlara sahip olan öğrenciler dahil edilerek genişletilmesi, öğrenciler arasında akademik yeterlikler açısından homojenliği artırabilir. Dolayısıyla, üstbiliş ve buna bağlı öğrenme stratejilerinin rutin fen eğitiminde yer edinebilmesi için, politika yapıcıların öğretim programlarında ve öğretmen eğitiminde bunu kolaylaştıracak süreçleri hazırlamaları gerekmektedir.

Anahtar Kelimeler

Üstbiliş okul dışı eğitim fen eğitimi fen öğretimi ortaokul öğrencileri

Etik Beyan

Fırat Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu'ndan onay alındı (Tarih: 22.07.2022, Sayı: 2022/9684)

Kaynakça

  • Afrashteh, M. Y., & Rezaei, S. (2022). The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: A path analysis. BMC Medical Education, 22(38), 1-9. https://doi.org/10.1186/s12909-022-03118-y
  • Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4-12. https://doi.org/10.1016/j.cedpsych.2010.08.001
  • Aküzüm, C., & Saraçoğlu, M. (2018). Investigation of secondary school teachers’ attitudes towards supporting and training courses. Turkish Jourmal of Educational Studies, 5(2), 97-121. https://doi.org/10.33907/turkjes.423152
  • Apple, M. W. (2000). The hidden costs of reform. Educational Policy, 14(3), 429-435. https://doi.org/10.1177/0895904800014003005
  • Atay, A. D. (2014). Investigation on secondary school students’ motivation levels and metacognitive awareness on learning science (Publication No. 372569) [Masters’s thesis, Adnan Menderes University]. Council of Higher Education National Thesis Centre.
  • Aydın, E., & Kılıç-Mocan, D. (2022). Examining the role of science education on the metacognitive awareness of middle school students. Trakya Journal of Education, 12(2), 759-770. https://doi.org/10.24315/tred.934856
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). An analysis of metacognitive awareness levels and academic achievement of primary school students. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 551-566. https://dergipark.org.tr/tr/pub/mkusbed/issue/19554/208364
  • Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. https://doi.org/10.1016/j.chb.2015.05.038
  • Ben-David, A., & Zohar, A. (2009). Contribution of meta-strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31, 1657-1682. https://doi.org/10.1080/09500690802162762
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into selfregulated learning paradigms among secondary and post-secondary students. Metacognition Learning, 10(1), 15-42. https://doi.org/10.1007/s11409-014-9129-8
  • Birdsell, B. S., Ream, S. M., Seyller, A. M., & Zobott, P. L. (2009). Motivating students by increasing student choice [Masters’s thesis, Saint Xavier University].
  • British Psychological Society (2021). Code of ethics and conduct. https://explore.bps.org.uk/content/report-guideline/bpsrep.2021.inf94
  • Bozbayındır, F., & Kara, M. (2017). Problems faced at supporting and training courses (STC) and solution suggestions according to teacher opinions. Sakarya University Journal of Education, 7(2), 324-349. https://doi.org/10.19126/suje.335982
  • Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A. K., Alles, M., & Seidel, T. (2021). How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement. Learning, Culture and Social Interaction, 28, Article 100450. https://doi.org/10.1016/j.lcsi.2020.100450
  • Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561-580. https://doi.org/10.1002/tea.20066
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates, Publishers.
  • Cooper, M. M., & Sandi-Urena, S. (2009). Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving. Journal of Chemical Education, 86, 240-245. https://doi.org/10.1021/ed086p240
  • Çağrı Biber, A., Tuna, A., Polat, A. C., Altunok, F., & Küçükoğlu, U. (2017). Student opinions on supporting and training courses applied in middle school. Journal of Bayburt Education Faculty, 12(23), 103-119. https://dergipark.org.tr/tr/pub/befdergi/issue/30012/298473
  • DeBoer, G. E. (2011). The globalization of science education. Journal of research in science teaching, 48(6), 567-591. https://doi.org/10.1002/tea.20421
  • Deniz, E. (2023). The effect of an autonomy supporting instruction on students' science lesson control-value perception, emotion regulation and metacognitive learning strategies, teacher autonomy support and control perception and course success (Publication No. 775395) [Doctoral dissertation, Fırat University]. Council of Higher Education National Thesis Centre.
  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277-287. https://doi.org/10.1027/1016-9040.13.4.277
  • Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. http://dx.doi.org/10.3758/BF03193146
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Investigation of Metacognitive Strategy Tendencies of Students in Science Course within the Scope of Support and Training Courses

Yıl 2025, Cilt: 19 Sayı: 1, 113 - 141, 27.06.2025

Emrullah Deniz

https://doi.org/10.17522/balikesirnef.1566280

Öz

Support and training courses (STCs) within the scope of non-formal education, it is aimed to increase students' course success; however, the direction in which students' perceptions of motivational components change in this process is not taken into account. The present study is dedicated to examining the longitudinal trends of students' perceptions of metacognitive learning strategies (MLS) within the context of science lessons during the summer term. A total of 622 students (51.6% female; 48.4% male) from four different secondary schools were involved in the research, which utilized the relational screening model. The findings indicate a significant longitudinal increase in students' tendencies to use MLS. Additionally, the intergroup analysis comparing female and male students revealed no significant difference in MLS scores between the two groups. The rise in students' MLS scores without any instructional intervention indicates that choice-based STCs increase students' active engagement in learning tasks and encourages motivational processes related to the course. This underscores students' active control of cognitive strategies during learning and upon completion of tasks. The results show that students need to benefit more from non-formal and informal learning environments for science classes. Expanding the inclusiveness of STCs by including students with high learning losses, declining interest in science courses, and socioeconomic disadvantages may increase homogeneity among students regarding academic competencies. Therefore, policymakers should consider integrating metacognition and associated learning strategies into routine science education by devising processes that facilitate this integration in curricula and teacher education.

Anahtar Kelimeler

Metacognition out-of-school education science education science teaching middle school students

Kaynakça

  • Afrashteh, M. Y., & Rezaei, S. (2022). The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: A path analysis. BMC Medical Education, 22(38), 1-9. https://doi.org/10.1186/s12909-022-03118-y
  • Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36(1), 4-12. https://doi.org/10.1016/j.cedpsych.2010.08.001
  • Aküzüm, C., & Saraçoğlu, M. (2018). Investigation of secondary school teachers’ attitudes towards supporting and training courses. Turkish Jourmal of Educational Studies, 5(2), 97-121. https://doi.org/10.33907/turkjes.423152
  • Apple, M. W. (2000). The hidden costs of reform. Educational Policy, 14(3), 429-435. https://doi.org/10.1177/0895904800014003005
  • Atay, A. D. (2014). Investigation on secondary school students’ motivation levels and metacognitive awareness on learning science (Publication No. 372569) [Masters’s thesis, Adnan Menderes University]. Council of Higher Education National Thesis Centre.
  • Aydın, E., & Kılıç-Mocan, D. (2022). Examining the role of science education on the metacognitive awareness of middle school students. Trakya Journal of Education, 12(2), 759-770. https://doi.org/10.24315/tred.934856
  • Bağçeci, B., Döş, B., & Sarıca, R. (2011). An analysis of metacognitive awareness levels and academic achievement of primary school students. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 551-566. https://dergipark.org.tr/tr/pub/mkusbed/issue/19554/208364
  • Bannert, M., Sonnenberg, C., Mengelkamp, C., & Pieger, E. (2015). Short-and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance. Computers in Human Behavior, 52, 293-306. https://doi.org/10.1016/j.chb.2015.05.038
  • Ben-David, A., & Zohar, A. (2009). Contribution of meta-strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31, 1657-1682. https://doi.org/10.1080/09500690802162762
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into selfregulated learning paradigms among secondary and post-secondary students. Metacognition Learning, 10(1), 15-42. https://doi.org/10.1007/s11409-014-9129-8
  • Birdsell, B. S., Ream, S. M., Seyller, A. M., & Zobott, P. L. (2009). Motivating students by increasing student choice [Masters’s thesis, Saint Xavier University].
  • British Psychological Society (2021). Code of ethics and conduct. https://explore.bps.org.uk/content/report-guideline/bpsrep.2021.inf94
  • Bozbayındır, F., & Kara, M. (2017). Problems faced at supporting and training courses (STC) and solution suggestions according to teacher opinions. Sakarya University Journal of Education, 7(2), 324-349. https://doi.org/10.19126/suje.335982
  • Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A. K., Alles, M., & Seidel, T. (2021). How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement. Learning, Culture and Social Interaction, 28, Article 100450. https://doi.org/10.1016/j.lcsi.2020.100450
  • Carter, L. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561-580. https://doi.org/10.1002/tea.20066
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates, Publishers.
  • Cooper, M. M., & Sandi-Urena, S. (2009). Design and validation of an instrument to assess metacognitive skillfulness in chemistry problem solving. Journal of Chemical Education, 86, 240-245. https://doi.org/10.1021/ed086p240
  • Çağrı Biber, A., Tuna, A., Polat, A. C., Altunok, F., & Küçükoğlu, U. (2017). Student opinions on supporting and training courses applied in middle school. Journal of Bayburt Education Faculty, 12(23), 103-119. https://dergipark.org.tr/tr/pub/befdergi/issue/30012/298473
  • DeBoer, G. E. (2011). The globalization of science education. Journal of research in science teaching, 48(6), 567-591. https://doi.org/10.1002/tea.20421
  • Deniz, E. (2023). The effect of an autonomy supporting instruction on students' science lesson control-value perception, emotion regulation and metacognitive learning strategies, teacher autonomy support and control perception and course success (Publication No. 775395) [Doctoral dissertation, Fırat University]. Council of Higher Education National Thesis Centre.
  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277-287. https://doi.org/10.1027/1016-9040.13.4.277
  • Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. http://dx.doi.org/10.3758/BF03193146
  • Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Prentice Hall.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
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  • İncirci, A., İlğan, A., Sırem, Ö., & Bozkurt, S. (2017). Students’ views about supportive and educational courses in secondary schools. Journal of Mehmet Akif Ersoy University Faculty of Education, 42, 50-68. https://doi.org/10.21764/efd.84291
  • Jessani, S. I. (2015). Science education: Issues, approaches and challenges. Journal of Education and Educational Development, 2, 79-87. https://doi.org/10.22555/joeed.v2i1.51
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  • Kandal, R., & Baş, F. (2021). The prediction status of secondary school students’ metacognitive awareness, self-regulatory learning strategies, anxiety and attitude levels towards mathematics on mathematics achievement. International Journal of Educational Studies in Mathematics, 8(1), 27-43. https://doi.org/10.17278/ijesim.834851
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel.
  • Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö. E., Kılıç Çakmak, E., & Demirel, F. (2008). The Turkish adaptation study of motivated strategies for learning questionnaıre (MSLQ) for 12-18 year old children: results of confirmatory factor analysis. The Turkish Online Journal of Educational Technology, 7(4), 1-10. https://www.tojet.net/articles/v7i4/7412.pdf
  • Koop, B. J. (2010). Evaluating summer school programs and the effect on student achievement: The correlation between stanford-10 standardized test scores and two different summer programs [Doctoral dissertation, Lindenwood University]. https://digitalcommons.lindenwood.edu/dissertations
  • Liou, P.-Y., Wang, C.-L., Lin, J. J. H., & Areepattamannil, S. (2020). Assessing students’ motivational beliefs about learning science across grade level and gender. Journal of Experimental Education, 89(4), 1-20. https://doi.org/10.1080/00220973.2020.1721413
  • Li, F., & Wang, L. (2024). A study on textbook use and its effects on students’ academic performance. Disciplinary and Interdisciplinary Science Education Research, 6(4), Article 4. https://doi.org/10.1186/s43031-023-00094-1
  • Magaji, Z. B., & Umar, R. T. (2016). Effect of metacognitive learning strategy on academic achievement of business education students at Ahmadu Bello University, Zaria. ATBU Journal of Science, Technology & Education (JOSTE), 4(2), 28-36. https://www.atbuftejoste.com.ng/index.php/joste/article/view/220
  • Miller, K. (2007). The benefits of out-of-school time programs. Principal’s Research Review, 2(2), 1-6.
  • Ministry of National Education [MoNE]. (2018). Science course curriculum. https://mufredat.meb.gov.tr/Dosyalar/201812312311937FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
  • Ministry of National Education [MoNE]. (2024). Guidelines for support and training courses. https://ekurs.meb.gov.tr/Dosya/DYK_YONERGESI_2024.pdf.
  • Mudd, M. A. (2010). Student choice: A motivational strategy to increase achievement among middle school students (Publication No. 3398582) [Doctoral dissertation, Walden University].
  • Neuenhaus, N., Artelt, C., Lingel, K., & Schneider, W. (2011). Fifth graders metacognitive knowledge: General or domain-specific? European Journal of Psychology of Education, 26, 163-178. https://doi.org/10.1007/s10212-010-0040-7
  • Oğuz, A., & Kutlu Kalender, M. D. (2018). Relationship between metacognitive awareness and self-efficacy of secondary school students. Journal of Theory and Practice in Education, 14(2), 70-186. https://doi.org/10.17244/eku.319267
  • Organization for Economic Cooperation and Development [OECD]. (2018a). PISA 2018 global competence. https://www.oecd.org/pisa/innovation/global- competence
  • Organization for Economic Cooperation and Development [OECD]. (2018b). The future of education and skills: Education 2030. https://www.oecd.org/content/dam/oecd/en/publications/reports/2018/06/the-future-of-education-and-skills_5424dd26/54ac7020-en.pdf
  • Öztürk, S., & Serin, M. K. (2020). Examination of pre-service primary school teachers’ metacognitive awareness with anxiety towards mathematics teaching. Kastamonu Education Journal, 28(2), 1013-1025. https://doi.org/10.24106/kefdergi.705074
  • Patton, M. Q. (2002). Qualitative research evaluation methods. Sage. https://doi.org/10.1177/1035719X0300300213
  • Pellegrino, J. W. (2020). Sciences of learning and development: Some thoughts from the learning sciences. Applied Developmental Science, 24(1), 48-56. https://doi.org/10.1080/10888691.2017.1421427
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Pintrich, P. R., & Smith, D. A. F. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-814. https://doi.org/10.1177/0013164493053003024
  • Preacher, K. J., Wichman, A. L., MacCallum, R. C., & Briggs, N. E. (2008). Latent growth curve modeling. Sage. https://doi.org/10.4324/9781315755649-13
  • Rashid, S., & Rana, R. A. (2019). Relationship between the levels of motivation and learning strategies of prospective teachers at higher education level. Bulletin of Education and Research, 41(1), 57-66. https://files.eric.ed.gov/fulltext/EJ1217936.pdf
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
  • Sarıca, R. (2018). Teachers’ opinions about supporting and training courses. Journal of Millî Eğitim, 48(221), 91-122. https://dergipark.org.tr/tr/pub/milliegitim/issue/43527/533020
  • Songer N. B., & Kali Y. (2022). Science education and the learning sciences: A co-evolutionary connection. In Sawyer R.K. (ed.), The Cambridge Handbook of the Learning Sciences (pp. 486-503). Cambridge University Press.
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  • Teng, M. F. (2020). The role of metacognitive knowledge and regulation in mediating university EFL learners' writing performance. Innovation in Language Learning and Teaching, 14(5), 436-450. https://doi.org/10.1080/17501229.2019.1615493
  • Thuneberg, H., Salmi, H., Vainikainen, M.-P., Hienonen, N., & Hautamäki, J. (2022). New curriculum towards big ideas in science education. Teachers and Teaching: Theory and Practice, 28(4), 440-460. https://doi.org/10.1080/13540602.2022.2062739
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  • Vedder-Weiss, D., & Fortus, D. (2018). Teachers' mastery goals: Using a self‐report survey to study the relations between teaching practices and students' motivation for science learning. Research in Science Education, 48(1), 181-206. https://doi.org/10.1007/s11165-016-9565-3
  • Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197-218). Routledge.
  • Veenman, M. V. J. (2012). Metacognition in science education: Definitions, constituents, and their intricate relation with cognition. In A. Zohar & Y. J. Dori (Eds.), Metacognition in science education: Trends in current research, contemporary trends and issues in science education (pp. 21-36). Springer. https://doi.org/10.1007/978-94-007-2132-6_2
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. https://doi.org/10.1080/00220272.2012.668938
  • Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85. https://doi.org/10.1007/s11409-008-9033-1
  • Winne, P. H., & Azevedo, R. (2014). Metacognition. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 63-87). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.006
  • Xiao, Y., & Zhao, A. (2024). Empowering learners through the application of metacognition in English as a Foreign Language (EFL) writing. Journal of Asia TEFL, 21(2), 506-514. http://dx.doi.org/10.18823/asiatefl.2024.21.2.18.506
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin.
  • Zohar, A., & Ben David, A. (2008). Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition and Learning, 3, 59-82. https://doi.org/10.1007/s11409-007-9019-4
  • Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49, 121-169. https://doi.org/10.1080/03057267.2013.847261
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fen Bilgisi Eğitimi
Bölüm Makaleler
Yazarlar

Emrullah Deniz 0000-0002-3763-2234

Yayımlanma Tarihi 27 Haziran 2025
Gönderilme Tarihi 13 Ekim 2024
Kabul Tarihi 2 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 19 Sayı: 1

Kaynak Göster

APA Deniz, E. (2025). Investigation of Metacognitive Strategy Tendencies of Students in Science Course within the Scope of Support and Training Courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 19(1), 113-141. https://doi.org/10.17522/balikesirnef.1566280
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