Abstract

The aim of the present study was to investigate the differences in teacher candidates’ metacognitive skills analyzed according to the year of study in their undergraduate program they were in. The research methodology in the study was survey. Among survey types, the cross-sectional design was used. The sample of the study included a total of 1072 students (322 male and 750 female) who studied in the Elementary Education, Science Education, and Preschool Teaching Divisions at the Canakkale Onsekiz Mart University, Faculty of Education, Department of Primary School Education during the spring semester of 2012 to 2013. Data was collected using the “Metacognitive Skills Inventory for Adults”, which was developed by Schraw & Denisson (1994) and adapted into Turkish by Ozcan (2007). It was found that the metacognitive skill scores of teacher candidates who were studying in their third and fourth years were higher than those who attended first year and second year.

Key words: Faculty of Education, metacognitive skills, thinking, year of study.