A Content Analysis of the Articles on Metacognition in Education in Turkey

Abstract

The aim of this research is to review the researches, which have been conducted on metacognition in education in our country and published as articles in terms of the field, topic, study group/sample, applied method, data collection tools, data analysis methods and publication languages. In the research, designed with descriptive content analysis method, all the 136 studies were reviewed stated in 112 journals. The following results were reached with the analyses. The number of studies-carried focusing on metacognition in the area of education- demonstrated a rapid increase especially in the last five years except for the year 2013. Almost in half of the studies, the researchers mainly focused on general features, such as the participants’ awareness on metacognition or a particular side of metacognition, strategies, levels of use apart from a specific area. Orderly, Turkish, Mathematics, Science and Technology were among the most specific study areas. The variables, which may have effect on a metacognitive feature, and the relationship with a metacognitive feature and other various features were the most studied topics. A great number of the researches were carried out with pre-service teachers. There were almost no encountered study with high school students and teachers. No researches- with post-graduate students, administrators, and parents- have been encountered, either. As the researches were carried out generally with a quantitative approach and descriptively, mainly quantitative data collection tools were used. Mostly the hypothesis tests and relational tests were applied during the analysis process. The majority of the studies were published in Turkish.