Abstract

This paper aims to study the levels of metacognition of students of History Department of Karabük University and whether they differ according to their  variables terms. Screening model was used in this study. Basic information about the concept of metacognition and metacognitive theory from movement of national and international literature were given; and the opinions related to the level of metacognition from a sample of students were evaluated.  Ideas and suggestions for increasing levels of metacognition and metacognitive levels of History Department students of Karabük University were discussed. Metacognitive strategies aim to use research and problem-solving activities based on the ability to do homework of students, fulfilling of process and content-related objectives. These entire cognitive approaches can be used successfully in evidence of history lesson and concept based on learning. Metacognitive skills of undergraduate students were analyzed in terms of gender, grade level and type of program; for descriptions of the research, frequency, standard deviation, mean square, t-test and ANOVA analyses were conducted in this context. In the evaluations, any significant difference was not found for students' metacognitive skills, gender, grade level and types of programs.

Key words: Education, history, history education, metacognition, metacognitive theory.