SUMMARY
This study aims to analyze the effect of systematic education on epistemological beliefs, educational approaches, metacognitive awareness and academic achievement of learners. The non-equivalent group pretest-posttest model, which is one of the quasi-experimental designs, was used in this study. The research sample included 102 prospective teachers enrolled in the Adiyaman University Faculty of Education, Primary School Classroom Teaching Program during the 2012-2013 academic year. The programs, prepared on the basis of systematic and traditional educational models, functioned as the experimental variables. The experiment was carried out with the experimental group (n=51) and the control group (n=51) in the 14-week (three course hours a week) "Teaching Principles and Methods" course. Research data was collected using the Epistemological Belief Scale developed by Schommer and translated into Turkish by Deryakulu and Buyukozturk (2002), who also examined its validity and reliability, Teaching Approaches Scale developed by the researcher, the Metacognitive Awareness Scale and the Academic Achievement Test. The data collected for the study were analyzed using dependent and independent groups t-tests and Cohen's d value calculations. The research found that prospective teachers in the experimental group for which the systematic educational model was implemented did not believe that "learning depends on ability" and that "there exists only one truth" as strongly as those in the control group for which the traditional educational model was implemented. Moreover, prospective teachers in the experimental group had higher levels of "deep learning approach" as well as higher levels of metacognitive awareness and academic achievement. ÖzetBu arastirmada dizgeli egitim modelinin ögrenenlerin epistemolojik inanç, ögrenme yaklasimlari, üstbilissel farkindalik ve akademik basarilarina etkisini incelemek amaçlanmistir. Arastirmada deneysel desenlerden yari deneme modellerinden esitlenmemis kontrol gruplu ön test-son test modeli kullanilmistir. Arastirmanin çalisma grubunu 2012-2013 egitim ögretim yilinda Adiyaman Üniversitesi Egitim Fakültesi Ilkögretim Bölümü Sinif Ögretmenligi Programi’nda ögrenim gören 102 ögretmen adayi olusturmaktadir. Deney degiskenleri olan dizgeli ve geleneksel egitim modellerine dayali olarak hazirlanan programlar, deney (n=51) ve kontrol (n=51) gruplarina haftada 3 ders saati olmak üzere toplam 14 hafta “Ögretim Ilke ve Yöntemleri” dersinde yürütülmüstür. Arastirmanin verileri; Schommer tarafindan gelistirilen, Deryakulu ve Büyüköztürk (2002) tarafindan Türkçeye uyarlanarak geçerlik ve güvenirlikleri incelenen Epistemolojik Inanç Ölçegi ve arastirmaci tarafindan gelistirilen Ögrenme Yaklasimlari Ölçegi, Üstbilissel Farkindalik Ölçegi ve Akademik Basari Testi kullanilarak toplanmistir. Arastirmanin amaci dogrultusunda toplanan veriler bagimli ve bagimsiz gruplar t testi ve Cohen’s d degeri hesaplamalari kullanilarak analiz edilmistir. Arastirmada dizgeli egitim modelinin uygulandigi deney grubundaki ögretmen adaylarinin; epistemolojik inanç açisindan “ögrenmenin yetenege bagli olduguna” ve “tek bir dogrunun var olduguna” dair inançlarinin geleneksel egitim modelinin uygulandigi kontrol grubuna göre daha az gelistigi, ögrenme yaklasimlari açisindan “derin ögrenme yaklasimi” düzeylerinin kontrol grubuna göre daha yüksek oldugu, üstbilissel farkindalik açisindan deney grubunun farkindalik düzeylerinin kontrol grubuna göre daha yüksek oldugu, akademik basari açisindan deney grubunun kontrol grubuna göre akademik basarilarinin daha yüksek oldugu tespit edilmistir.