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Sixty 14–15-year-old students from two similar-ability classes completed the Motivated Strategies for Learning Questionnaire and the Achievement Scale before and after instruction, and results were compared across surveys.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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30918/AERJ.94.21.139 ISSN: 2354-2160  \nFull Length Research Paper  \nThe effect of metacognition strategy teaching on biology education  \nNeşe Döne Akkurt  \nMinistry of Education, Nuray Tuncay Kara Science and Art Center- (Gifted Education), Gaziantep, Turkey.  \nAccepted 26 October, 2021  \n\n| ABSTRACT\u003Cbr>The development of students’ skills of using metacognition and their comprehension level of \"Classification of Living Beings and Conscious Individual - Habitable Environment\" were examined through teaching metacognitive strategies to the students. The study aims to determine whether there is a significant relationship between the score changes on the achievement scale and the use of metacognitive strategies in the classes in which metacognitive strategies are applied. The research is an experimental study using the \"control group pre-post test model\" . 60 students were studied in the experimental and control groups. Two classes whose success levels are close to each other were selected among the students aged 14-15 who were educated in the same school. It was determined by the pretest that the success levels of these two classes and their knowledge of using metacognitive strategies were similar. Prior to the study, the Motivated Strategies for Learning Questionnaire and the Achievement Scale were applied to the two classes. Classical lectures were made in the control group for 13 weeks. In the experimental group, the lesson was taught by applying metacognitive strategies. After the lesson process, the same questionnaires were applied as a post-test. Pre and post-test results were compared and interpreted. In addition, the relationship between the results of the two surveys was evaluated. As a result, the achievement test and GÖS Scale scores of the students whose pre and post-tests were evaluated changed significantly in a positive way. In addition, in the light of the findings, it was determined that the students with high scores of using metacognitive techniques had the highest average on the achievement scale.\u003Cbr>Keywords: Metacognition, biology education, educational strategies. |\n| --- |\n| E-mail: [neseakkurt@gmail.com. Tel:](neseakkurt@gmail.com. Tel:) +90 505 797 14 63. |\n\nINTRODUCTION  \nBiology science is a branch of science that deals with the structure and diversity of living things, the basic life events that take place in their bodies, their growth and development, their behavior, their relationships with eachother and their environment, and their distribution on the earth (Güven et al. , 2001) .  \nBiology examines each living species specifically and draws conclusions that people can benefit from these studies. These results sometimes lead to the emergence of new technologies and sometimes an innovation in medicine (Yaman and Soran, 2000) .  \nIt is known that there are several million species of life on earth today. In addition, this number is constantly  \nincreasing in new species found. For this reason, it takes a meaningless effort to observe, examine, and define separately the creatures whose number exceeds millions. It is necessary to divide large groups into small groups in order to obtain sufficient information about living things. Classification (= taxonomy), one of the sub-disciplines of biology, is defined as separating living things into groups according to their characteristics (Güven et al. , 2001) . Classification and naming are very important. Because taxonomy requires thousands of scientists to get along with each other over certain concepts and to be able to explain the same thing to each other, even if they speak in different languages. For this reason, every living thing  \nAkkurt et al. 871  \nneeds to be classified and named within a certain system . The subject of classification of living things is an important issue given in the \"Classification of Living Beings and Conscious Individual - Habitable Environment\"","cbCaivaUxBjUcI0H","https://ap.wps.com/l/cbCaivaUxBjUcI0H","pdf",159889,"English","# Abstract\n# Introduction\n## Biology education context\n## Classification (taxonomy) learning in high school","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To determine whether teaching metacognitive strategies in biology classes is significantly related to changes in students’ achievement-scale scores and to improve comprehension in the targeted unit.\"},{\"question\":\"How was the study designed and what groups were used?\",\"answer\":\"It used an experimental control group pre-post test model with 60 students across an experimental group and a control group.\"},{\"question\":\"What did the researchers compare after the teaching period?\",\"answer\":\"They compared pre-test and post-test results on the Achievement Scale and the Motivated Strategies for Learning Questionnaire, and also evaluated the relationship between the two survey results.\"}]","The effect of metacognition strategy teaching on biology education | PDF",1792071102,18]