Abstract
ORTAOKUL ÖĞRENCİLERİNİN ÜSTBİLİŞSEL ÖĞRENME STRATEJİLERİ İLE FEN ÖĞRENME BECERİLERİ ARASINDAKİ İLİŞKİ
This study was conducted to examine secondary school students' metacognitive learning strategies and science learning skills according to various variables and to determine the relationship between metacognitive learning strategies and science learning skills. The study is designed according to the relational screening model, which is one of the quantitative research methods. The study was conducted with fifth, sixth, seventh and eighth grade students studying in middle schools in the Central District of Adiyaman. 801 students who voluntarily accepted to participate in the study and were selected by the appropriate sampling method participated in the study. The data of the research were collected by using Personal Information Form, Metacognitive Learning Strategies Scale and Science Learning Skills Scale. According to the results obtained from the research, it was determined that the mean scores of metacognitive learning strategy and science learning skills created a statistically significant difference in the common variables determined as gender, year-end report grade, economic status and purpose of using technology. In addition, it was determined that there was a moderate, linear and positive relationship between students' metacognitive learning strategies and science learning skills. As a result of simple linear regression analysis, it was found that secondary school students' metacognitive learning strategies significantly predicted science learning by 45%. Suggestions were made in line with the results of the research.
Keywords
Science Education, Science Learning Skills, Metacognitive Learning Strategy, Secondary Students
