In science and technology course use of journal science primary students metacognitive awareness and academic success

This research aims at determining metacognitive awareness of keeping Science Diary on primary school students attending Science and Technology Lesson and their effects on academic success. The work group of the research consists of 7. Grade 53 students of a secondary school. Quantitative research techniques as follows are used. They are pre-test post-test and semi-experimental pattern with control group. Students who are tested their equivalent level have been selected randomly from class 7/A and 7/B (27 students from class 7/A for experiment group and 26 students from class 7/B for control group). Students in control group have been taught the activities from the syllabus with 5E Model. In experiment group, students have the chance to be able to keep Science Diary about what they have learnt in their own way of learning and to evaluate how much they have leant besides 5E Model. MAI, Metacognitive Awareness Inventory has been used to maintain data in this research. The result points are compared through pre experiment and post experiment situations in both experiment group and control group. In analyzing the data the program called SPSS has been utilized. Due to obtained results which show normal distribution, the test technique has been used in dependent and independent groups. When pre-test post-test results are compared, the observable differences favoring to post-test results both in experiment group and control group has been determined. When post test results are compared among the experiment group and the control group, the observable differences favoring to experiment group has been determined. In terms of metacognative survey, there have been observable differences in experiment group unlike the control group when first and final applications are compared. When metacognative final applications are compared between these two groups, the observable differences favoring to experiment group have been determined. Although there is no observable change in control group through the sub-dimensions of survey, there have been observable developing changes in all sub-dimensions including experiment group in descriptive, situational and procedural knowledge, planning, debugging, monitoring, information management and evaluation. As a result of the inquiries, the research has the conclusion of having positive effects of using Science Diary in the Science and Technology courses on students' academic success and positive impact on the level of metacognitive awareness.