Elementary Education Online, 9(1), 361–378, 2010. İlköğretim Online, 9(1), 361-378, 2010. [Online]: http://ilkogretim-online.org.tr Primary School Teacher Trainees’ Opinions on Epistemological Beliefs and Metacognition Meral GÜVEN 1 . Dilek BELET 2 ABSTRACT: Epistemological beliefs defined as individuals’ subjective beliefs about what knowledge is and how knowing and learning occurs. Metacognition explained as students’ supervisions of the activities performed on their learning can be considered as basic factors of learning to learn. In this study, it’s critically aimed to determining opinions of primary school teacher trainees’ metacognition and epistemological beliefs. In collecting, analyzing and interpreting the data, qualitative research methodology were used. Participants were determined with the maximum variation (heterogeneity) sampling technique. Data used in this study were collected from twenty volunteer primary school teacher trainees with semi-structured interview forms developed by the researchers. The study revealed that participants who explained learning as effort rather than ability and had awareness about metacognition. KeyWords: Epistemological beliefs, metacognition, primary school teacher trainee SUMMARY Purpose and significance: Conducting a research, solving a problem, using creative knowledge, knowing and applying ways of critical and creative thinking and learning to learn are the most important requirements of keeping steps with information society, which also refers to underlining parameters of epistemological beliefs and metacognition. In this study, it’s critically aimed to determine primary school teacher trainees’ opinions on epistemological beliefs and metacognition and also examine the relationship between their epistemological beliefs and metacognition. Methods: In this study, qualitative research methodology was employed in collecting, analyzing and interpreting the data. Data used in this study were collected from twenty volunteer elementary school teachers with semi-structured interview forms developed by the researchers between the data of 20 April 2009 to 08 May 2009. Participants were determined with the maximum variation (heterogeneity) sampling technique. In analyzing and interpreting the data, descriptive analyze was used. For the calculation of reliability, ‘Percentage of Agreement’ suggested by Miles and Huberman (1994) was used and 0.90 was found as a percentage of reliability. Results: The results revealed that although the primary school teacher trainees opinions on what knowledge is differs, respondents mostly agreed that it is related to faculties that are not innate but acquired by living as a result of experience with environment (synthesis, interpreting and using) and related to a subject which is essential for people to gain in their lives. Additionally, the primary school teacher trainees explained that knowledge is something that cannot be attained without attempting, and that requires effort and a requirement for doing anything, advancing and producing. Primary school teacher trainees explained learning as a process that mostly occurs in social environment, requires effort and takes time. Some 1 Asst. Prof. Dr., Anadolu University, Education Faculty, mguven@anadolu.edu.tr 2 Asst. Prof. Dr., Anadolu University, Education Faculty, sdbelet@anadolu.edu.tr