The Effects Of Metacognitive And Web Based Metacognitive Methods Students Understanding Levels In Heredity And Cell Division Issue

Abstract

The purpose of this study, is to investigate the effects of web-supported teaching material  enriched with the help of metacognition on eight grade cell division and understanding inheritance issues. On this direction, the research was modelled on pre and post test controlled group experimental design. The research was carried out on 125 eighth grade students in 2010-2011 academic year. Students (n=30), in the research experimental group, indor to develope metacognitive knowledge and skills, were based web-supported teaching material enriched with the help of metacognition for a period of nine weeks. In other experimental group (n=31), education only enriched with the help of top-cognitive activities were based. In control groups (n=33 and 31) the normal process has been provided to continue. Contrary to control groups, both based on metacognitive activities used experimental group and based on web-supported metacognitive activities used experimental group were seen to be more successful. On the other hand, the experimental group based on web-supported metacognitive activities were found to be more successful than the experimental group based on mtacognitive activities