Sınıf Öğretmeni Adaylarının Fen Temel Becerileri ile Üstbiliş Yetileri Arasındaki İlişkinin İncelenmesi

Abstract

Basic skills allow individuals to understand and interpret their environment from a scientific perspective, while supporting individuals' lifelong learning and critical thinking skills. Metacognition refers to individuals' ability to recognize, evaluate and organize their own thinking processes. While pre-service primary school teachers' having basic skills enable them to create effective learning environments, their metacognitive awareness helps them to consciously direct their own teaching and students' learning processes in this process. Understanding this relationship may allow pre-service primary school teachers to develop strategies that will optimize both their own and their students' learning processes. In this context, it was aimed to determine basic science skills and metacognitive skill levels, and to understand the direction and intensity of the relationship between these skills. In addition, it was examined whether these skills differed in terms of variables such as gender, socioeconomic level, parental education level and grade level. The screening model was used in the study. In the data collection process, “Basic Skills Scale” and “Metacognitive Learning Strategies Determination Scale” were used. The research sample consisted of pre-service teacher in department of primary education at two state universities located in the Central Anatolia Region in the 2024-2025 academic year. According to the research results, it was shown that there was a positive and significant relationship between the basic science skills and metacognitive skill levels of the pre-service primary teachers in terms of some sub-dimensions. In addition, it was determined that both skills varied according to demographic factors such as gender, socioeconomic level and parents' education level. Basic science skills showed a significant difference especially according to the father's education level. As a result, it was concluded that there was a relationship between basic science skills and metacognitive skills and that these skills increased the performance of individuals in their educational processes. The research suggests that teacher training programs should be organized in a way that would develop these skills.