Investigating the relationships between prospective teachers' perceptions of model and modeling and life skills to metacognitive awareness

This research; The aim of the study was to determine the relationship between the pre-service teachers' "models and modeling" perceptions and "life skills" and their "metacognitive awareness". The sample of the study is 416 prospective teachers who are studying in 3rd and 4th grades of Science, Class and Preschool branches of Kütahya Dumlupınar University Faculty of Education. Relational research method was used in the study. The research data were obtained by using the "Modeling and Modeling" Scale (MMÖ), "Life Skills" Scale (LLL) and "Metacognitive Awareness" Inventory (CPI). The data obtained from the study were analyzed by MANOVA, ANOVA, Multiple Comparison Results (LSD and Dunnett C), Simple Correlation Analysis and Multiple Linear Regression Analysis. When the data obtained from the research were analyzed, the following results were obtained: • It was concluded that the opinions of pre-service science teachers on the "Models and Modeling" Scale were better than those of pre-school and pre-school teachers. • It was concluded that the opinions of pre-service teachers of the "Metacognitive Awareness" Inventory were lower than those of science and preschool teachers. • It was concluded that the views of science and preschool teacher candidates related to the sub-dimensions of Cognitive Awareness Inventory and Cognition Regulation sub-factors were equivalent and were at a better level than classroom teacher candidates. • It was concluded that pre-service teachers' opinions about "Models and Modeling", "Life Skills" and "Metacognitive Awareness" scales were related to each other. • It was concluded that prospective teachers had a moderate positive relationship between eller "Models and Modeling" and "Life Skills" and ötesi "Metacognitive Awareness". • It was concluded that teacher "Models and Modeling" and "Life Skills" and "Metacognition" ın of teacher candidates were predictors and there was a high level and meaningful relationship between them. • It was concluded that "Life Skills" and eller "Models and Modeling" ası were the most important predictive variables in terms of "metacognitive awareness". • "Models and modeling" sub-factor eller Models as Multiple Representations (CTM) life skills sub-factors "Empathy and self-awareness", "Creative and critical thinking", "Decision making and problem solving", baş Coping with emotions and stress " It was concluded that the subdimensions of "metacognitive awareness" were significant predictors. • It was concluded that pre-school, classroom and science teacher candidates were predictors of eller "Models and Modeling" and "Life Skills" and "Metacognition". In addition, it was concluded that "Life Skills" and "Models and Modeling" importense were the most important predictor variables according to "Metacognitive Awareness" also. "Metacognitive awareness" levels can be improved by using models and applications that can use "life skills" with "models and modeling" in order to improve the cognitive awareness of preschool, classroom and science teacher candidates.