The effect of different metacognitive skill levels on preservice chemistry teachers' motivation

Abstract

The purpose of this study was to determine the metacognitive skill levels and motivation of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their motivation. The study was conducted during 2014-2015 spring semester. In this research, survey method was used to reveal the effect of different metacognitive skill levels on motivation. The population of this study was comprised of preservice chemistry teachers attending the faculty of education. The Chemistry Motivation Scale which was developed by Glynn, Brickman, Armstrong and Taasoobshirazi (2011) and adapted into Turkish by Şen and Yılmaz (2014) was applied to determine preservice chemistry teachers' motivation. The Metacognitive Activities Inventory (MCA-I) which was developed by Cooper and Sandi-Urena (2009) and adapted into Turkish by Temel, Dinçol and Yılmaz (2011) was applied to determine metacognitive skill levels. The results revealed that there was a statistically significant difference between preservice chemistry teachers grouped on the basis of differing levels of metacognitive skills on intrinsic motivation and self-determination.