Geography teaching and metacognition

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dc.contributor.authorAydin, F.
dc.date.accessioned2024-09-29T16:22:15Z
dc.date.available2024-09-29T16:22:15Z
dc.date.issued2011
dc.departmentKarabük Üniversitesien_US
dc.description.abstractThe concept of metacognition has been considered in recent years in the field of education and as a concept that is worked on. Metacognition is the awareness one has about his/her thinking process and how he/she is able to control these processes. Metacognition strategies are the sequential processes individuals use to learn how to control themselves and to reach a goal. They significantly help the arrangements and control of the individual learning. In all educational processes, supportive teaching for metacognitive skills should be done to achieve the goals set in the teaching of geography. Students can gain metacognitive skills with lessons in geography based on the constructivist approach. In this study, the relationship between geography teaching and the concept of metacognition, which is one of the basic approaches that directs the activities of thinking in the teaching of geography, is discussed. © 2011 Academic Journals.en_US
dc.identifier.endpage278en_US
dc.identifier.issn1990-3839
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-79955962549en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage274en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14619/9937
dc.identifier.volume6en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofEducational Research and Reviewsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducationen_US
dc.subjectGeography educationen_US
dc.subjectGeography teachingen_US
dc.subjectMetacognitionen_US
dc.titleGeography teaching and metacognitionen_US
dc.typeArticleen_US

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