| Abstrakt: |
This study aims to examine the effect of formative assessment practices performed in the science course on seventh-grade students' metacognitive knowledge and metacognitive regulation skills. This study is based on an embedded design. In the quantitative part of the study, the experimental-placebo-control group, pre-test, and post-test quasi-experimental design was used, and in the qualitative part the case study design was conducted. The study group of the quasi-experimental design was the seventh-grade students studying in three different classes of a public elementary school. Three different classes with similar characteristics were randomly identified as the experimental, control, and placebo groups. The study group of the quasi-experimental design consisted of 37 students in total, 12 students in the experimental and placebo groups, and 13 students in the control group. The study group of the case study consisted of 12 students. Interviews were conducted with these 12 students before and after the experimental process. In the study, while quantitative data were obtained through "Metacognitive Awareness Scale for Children", qualitative data were collected through the interview form prepared by the researchers. Kruskal-Wallis Test and Mann-Whitney U Test were used in the analysis of the quantitative data. Qualitative data were analyzed by descriptive analysis and categorical content analysis techniques. As a result of the study, it was determined that formative assessment practices had positive effects on students' metacognitive knowledge and metacognitive skills. Keywords: Formative assessment, metacognition, middle school, science course [ABSTRACT FROM AUTHOR] |
