Metacognitive Learning Strategies and Epistemological Beliefs of Primary School Teacher Trainees

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Epistemological beliefs and use of metacognitive learning strategies are two critical parameters affecting auotonomous learning of individuals’, so called ‘learning to learn’. Epistemological beliefs can be defined as individuals’subjective beliefs about what the information is and how learning occurs. Metacognitive strategies are the strategies focusing on self control of learning activities by students. In short, learning as a process is directly affected by epistemological beliefs and use of metacognitive strategies. The main purpose of this study is to determine (a) primary school teacher trainees’ epistemological beliefs about what the information is and how learning occurs, to find out (b) whether they use of metacognitive strategies and (c) there is a relationship between their epistemological beliefs and use of metacognitive learning strategies. Survey model was used in the study. Sample of the study was composed of 817 first, second, third and fourth grade primary school teacher teacher trainees attending primary school teacher training programs in seven educational faculties in different universities of Turkey. The data of the study was gathered by ‘Epistemological Beliefs Scale’ and ‘Metacognitive Strategies Inventory’. Data was analyzed with manova and correlation statistical analyse techniques. The results indicated that there is a corelation between primary school teachers’ epistemological beliefs and use of metacognitive learning strategies.


Keywords: Epistemological Beliefs, Metacognitive Strategies, Primary School Teacher Trainees’
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: 30 minute Paper Presentation in English
Paper: A paper has not yet been submitted.


Dr. Serife Dilek Belet

Assistant. Professor Doctor, Department of Elementary Education
Faculty of Education, Anadolu University

Eskişehir, Turkey

Dilek BELET is a Asst. Prof. Dr. in Faculty of Education in Anadolu University, Turkey. She has a BA on primary school teacher education, MA on Educational Programs and Instruction and PhD on Elementary Education. Her research interests are learning strategies, teaching of mother tonque and teaching of Turkish as a second language.

Meral Güven

Assistant. Professor Doctor, Education Faculty on Department of Educational Science, Anadolu University
Eskişehir, Turkey

Asst. Prof. Dr. Meral Güven is a member Faculty of University of Anadolu, Department of Educational Science, Curriculum and Instruction Programme. Her undergraduate, master and doctoral degree are on the Curriculum and Instruction Programme. Learning styles,learning strategies, information literacy and in-service training are in her working.

Ref: L09P0568