The effect of an instructional practice based on metacognition upon science teacher trainees’ critical thinking and metacognitive awareness

Abstract

The aim of the study is to find out “The effect of an instructional practice based on metacognition upon science teacher trainees’ metacognitive awareness and critical thinking”. The study group was consisted of the chosen teacher trainees studying at Fırat University, Primary Education Department (Daytime Classes and Evening Classes) Science Teaching after a cluster analysis. Groups consisted of 25 teacher trainees (Daytime Classes), 28 teacher trainees (Evening Classes) in Science Teaching Department after a cluster analysis. The study was carried out via “pre-test-post-test control group model”. The experimental group was applied to the instructional practice based on metacognition. The control group was applied to the traditional methods. The data of the study was gathered through “A Metacognitive Awareness Scale forTeacherTrainees(ÜFAR)” and ‘‘California Critical Thinking Disposition Inventory (CCTDI)”.