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dc.contributor.authorDuman, Burcu
dc.contributor.authorSemerci, Çetin
dc.date.accessioned2019-08-05T06:31:53Z
dc.date.available2019-08-05T06:31:53Z
dc.date.issued2019
dc.identifier.citationDUMAN, B., & SEMERCİ, Ç. (2019). The Effect of a Metacognition based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers. Universal Journal of Educational Research, 7(3), 720–728.en_US
dc.identifier.urihttp://hdl.handle.net/11772/1716
dc.description.abstractThe purpose of the study is to identify the effect of a metacognition-based instructional practice on metacognitive awareness of prospective teachers. The study has been carried out through “Pre-test – Post-test Control Group Model” which is one of the models in experimental design. The study group consists of 44 prospective teachers having education at Department of Turkish Language Education at a State University selected for either experimental or control group according to the result of the cluster analysis. For the experimental group, a metacognitive-based instructional practice has been carried out. On the other hand, current education schedule has been followed for the control group. “Metacognitive Awareness Scale” has been used as a data collection tool. According to the research results, metacognitive awareness scores are significantly different at some sub-dimensions in favor of the experimental group. A metacognition-based instructional practice has positively affected the improvement of the prospective teachers. It is suggested that future studies should be carried out by including all courses at the faculties of education.en_US
dc.language.isoengen_US
dc.publisherUniversal Journal of Educational Researchen_US
dc.relation.isversionof10.13189/ujer.2019.070311en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectEducationen_US
dc.subjectMetacognitionen_US
dc.subjectMetacognitive awarenessen_US
dc.subjectProspective teachersen_US
dc.titleThe effect of a metacognition-based instructional practice on the metacognitive awareness of the prospective teachersen_US
dc.typearticleen_US
dc.relation.journalUniversal Journal of Educational Researchen_US
dc.contributor.departmentBartın Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.identifier.volume7en_US
dc.identifier.issue3en_US
dc.identifier.startpage720en_US
dc.identifier.endpage728en_US


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