Investigation of the relationship between secondary school students' science learning motivation and metacognitive awareness

In this study, which was conducted with the reason that science lessons pave the way for an effective learning environment for motivation and metacognitive awareness, it was aimed to determine the relationship between secondary school students' science learning motivation and their metacognitive awareness, and to examine students' science learning motivation and metacognitive awareness in terms of various variables in the focus of science education. A total of 637 students who continue their education in four different secondary schools in the central district of Sakarya province in the 2020-2021 academic year participated in the research. The 'Science Learning Motivation Scale' was used to determine the science learning motivation of the students participating in the study, and the 'Metacognitive Awareness Scale B form' was used to determine their metacognitive awareness. In addition, a 'Personal Information Form' was used to collect data on demographic characteristics. As a result of the data analysis, it was found that students' science learning motivation changed significantly according to gender, experimentation status, participation in science projects, use of science knowledge in daily life, grade level and science course grade point average; and their metacognitive awareness was also signifacntly effected from experimenting, participation in science projects, use of science knowledge in daily life and the grade point average of the course. Therewithal, it was determined that there was a moderately positive and significant relationship between secondary school students' science learning motivation and their metacognitive awareness. It is thought that teachers' diversification of learning environments with methods and techniques as well as activities and materials will make important contributions in science lessons that allow students to develop their motivation and metacognitive awareness.