Metacognitive Learning Strategies and Epistemological Beliefs of Primary School Teacher Trainees
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’
Dr. Serife Dilek Belet
Assistant. Professor Doctor, Department of Elementary Education
Assistant. Professor Doctor, Education Faculty on Department of Educational Science, Anadolu University