Cumhuriyet Uluslararası Eğitim Dergisi

Öz

In
order for meaningful learning to take place, it is expected that individuals
will combine the newly acquired information with the information available to them
to create a behavioural change. Learning occurs as a result of experiences and
individuals do not always learn in the same way. In this process, the
individual must have knowledge about their cognitive system, their structure
and intelligent metacognitive learning strategies, which are knowledge of their
study. Experiential learning is considered as an effective way of educational
approach. The reason for this is the impact of experiential learning on the
development of learners’ metacognitive skills. The purpose of this study is to
determine the effects of experiential learning model on prospective teachers’
metacognitive learning strategies. The pre and post-test research pattern with
treatment and control groups was used throughout the study.  The treatment
group received education through experiential learning model and the control
group was taught within a traditional teacher-centred approach. The sampling
consisted of 37 prospective chemistry teachers studying at Hacettepe
University. In the research, metacognitive learning strategies scale was used
as data collection tool. The results indicate that the average scores of
student teachers obtained from the metacognitive learning strategies increased
after the applications. These results show that the applicability of experiential
learning to high school chemistry curriculum out of teaching curricula rather
than those at the universities can be investigated.