摘要：The aim of this study is to determine the motivation of secondary school students to learn science and their metacognitive learning skills in terms of gender and grade level variables, and to reveal the relationship between students' motivation to learn science and their metacognitive learning skills. For this purpose, correlational survey design, one of the quantitative approaches, was used. The sample of the study consists of 151 (72 girls, 79 boys) secondary school students. In order to collect data, the Motivation Scale for Learning Science (MSLS) developed by Dede and Yaman (2008) and the Metacognition Scale (MS) developed by Yıldız, Akpınar, Tatar and Ergin (2009) were used. The reliability studies of the scales were repeated and the reliability coefficient α was found as .89 for MSLS and was found as .92 for the MS. Mann Whitney U test, independent sample t test, one-way ANOVA, Kruskall Wallis test and Pearson correlation were used to analyze the data. In the study, firstly, the data for both scales were analyzed according to students' grade levels and gender variables, and then the relationship between motivation to learn science and metacognitive learning skills was examined. Accordingly, while a significant difference was observed in favor of girls in motivation towards science learning (p .05). There was no statistically significant difference between the groups in terms of metacognitive learning skills in terms of gender and grade level (p> .05). A positive significant relationship was found between the motivation for learning science and metacognitive skills both at the grade level and for all students participating in the study (p<.05).
