Relation between Metacognitive Awareness and Participation to Class Discussion of University Students

Autor/inn/en	Akman, Özkan; Alagöz, Bülent
Titel	Relation between Metacognitive Awareness and Participation to Class Discussion of University Students
Quelle	In: Universal Journal of Educational Research, 6 (2018) 1, S.11-24 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Metacognition; Inquiry; College Students; Discussion (Teaching Technique); Group Discussion; Student Centered Learning; Student Attitudes; Preservice Teachers; Correlation; Gender Differences; Academic Achievement; Student Participation; Reading Habits; Foreign Countries; Student Surveys; Multiple Regression Analysis; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Gruppendiskussion; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Korrelation; Geschlechterkonflikt; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Reading habit; Lesegewohnheit; Ausland; Schülerbefragung; Statistische Analyse; Türkei
Abstract	Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of human beings will be increased with thought sharing and discussion and this increase is achieved by means of an adequate development of mental faculties such as critical and creative thinking, raising metacognitive awareness and problem solving. The purpose of this study is to assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion. There is no significant correlation found between grade level and departmental differences, gender and general academic scores, participation in discussion and metacognitive awareness scores of university students participated in this study. However, there was a positive correlation between number of books read and participation in discussion. Moreover, there was a moderately significant positive correlation between participation to discussions and metacognitive awareness. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01