The usage level of metacognition strategies by teachers in learning-teaching environments

This thesis study is prepared in order to determine the usage level of metacognition strategies by teachers in teaching-learning environments. In this survey, which has the features of a descriptive work, survey method is used. As a data collection tool, teachers? personal information, the usage level of metacognition strategies in teaching-learning environments and a scale consisting of related items are used. The scale is prepared by the researcher and validity and reliability studies are done. The questionnaire is applied to 371 teachers who work in 13 primary and secondary schools in the city centre of Tunceli. However, 358 questionnaires are put into operation because of insufficient and random filling. The obtained datas are analyzed with SPPS 16.0 for Windows Evaluation Version.When the teachers? usage level of metacognition strategies in learning-teaching environments are assessed according to the analysis results in general; it is determined that they generally use metacognition strategies in learning-teaching environments. When analyzed on the basis of items, another remarkable result is that teachers use ?keeping a diary? dimension less than other dimensions. When teachers? distributions are analyzed in terms of gender variable, it is determined that female teachers use more metacognition strategies in learning teaching environments compared to males. On the other hand, when it is analyzed in terms of seniority variable, it is determined that those who have a longer working background use more metacognition strategies than those who have less. When it is assessed according to the grades that teachers are dealing with, another salient result takes its place in findings. According to this result, secondary grade teachers use less metacognition strategies. When teachers are compared in terms of the faculty type they graduated, there isn?t any remarkable difference. When the analysis is carried out according to the student number that take place in learning-teaching environment, it is determined that teachers who have less students use more metacognition strategies.As a result, teachers who are involved in this survey stated that they generally use cognitive awareness strategies in learning-teaching environments. Also, it can be said that gender, seniority, the education grade that teachers deal with and student number factors affect the level of applying metacognition strategies in learning-teaching environments.