EXAMINATION OF PRE-SERVICE TEACHERS' METACOGNITION ACCORDING TO THEIR EPISTEMOLOGICAL BELIEF LEVELS

Abstract

With the constructivist approach, learners are expected to construct and internalize knowledge and transfer it to their daily lives. One of the most important factors in the process of constructing knowledge is metacognition and the other is epistemological belief. The aim of this study is to examine pre-service teachers' metacognition according to their epistemological belief levels. The research has been a causal-comparative research, which is one of the quantitative research types. The study group consists of 312 pre-service teachers who participated voluntarily and were determined by simple random sampling technique. Data has been collected using the metacognition and epistemological belief scale. Mean, correlation, one-way analysis of variance and post hoc analyses have been used in this study. According to the results of the research, the relationship between pre-service teachers' meta-cognition and epistemological belief levels is moderately positive. There is a significant difference between pre-service teachers' epistemological belief levels and metacognition. Participants with high epistemological beliefs have higher metacognition than participants with both moderate and low epistemological beliefs. Likewise, pre-service teachers with moderate epistemological beliefs have higher metacognition than pre-service teachers with low epistemological beliefs.