The relationship between secondary school students' metacognitive learning strategies and science learning skills

This study was conducted to examine secondary school students' metacognitive learning strategies and science learning skills according to various variables and to determine the relationship between metacognitive learning strategies and science learning skills. The study is designed according to the relational screening model, which is one of the quantitative research methods. The study was conducted with fifth, sixth, seventh and eighth grade students studying in middle schools in the Central District of Adiyaman. 801 students who voluntarily accepted to participate in the study and were selected by the appropriate sampling method participated in the study. The data of the research were collected by using the "Personal Information Form" prepared by the researcher and "Metacognitive Learning Strategies Scale" and "Science Learning Skills Scale". In the evaluation of the data obtained within the scope of the study, descriptive statistics, independent sample t-test, one-way analysis of variance (ANOVA), Kruskal Wallis-H test, Pearson correlation analysis, simple and multiple linear regression analysis tests were used in the statistical package program. According to the results obtained from the research, it was determined that the mean scores of metacognitive learning strategy and science learning skills created a statistically significant difference in the common variables determined as gender, end-of-term achievement score, economic status, purpose of using technology. (p<0.05). In addition, it was determined that there was a moderate, linear and positive relationship between students' metacognitive learning strategies and science learning skills (p<0.001). As a result of simple linear regression analysis, it was found that secondary school students' metacognitive learning strategies significantly predicted science learning by 45%.In line with the findings obtained as a result of the research, it can be suggested to provide learning environments that will enable middle school students to have a high level of significance between their metacognitive learning strategies and science learning skills. Key Words: Science Education; Science Learning Skills; Metacognitive Learning Strategy; Middle School Students