The National Association for Research in Science Teaching (NARST), Indiana, United States Of America, 25 - 28 March 2012, pp.171-172
Metacognition role in learning is crucial since it contributes to academic achievement. Students’
success is partly related to teacher. Therefore, teacher characteristics are important in learning environment.
When the metacognition and teacher roles are thought together, teachers’ metacognition is critically important in
learning environment. The aim of this study was to investigate the role of metacognitive prompts in the
development of preservice science teachers (PSTs) metacognition in an inquiry based laboratory course. The data
were collected from 28 Pre service science teachers (PSTs) who attended the science laboratory course in a large public university. The enhancement of PSTs’ metacognition was supported by the prompts which were inserted
into the laboratory manual. Mixed research method approach was used to collect and analyze the data. To collect
in dept data, interviews were conducted with 4 PSTs. The results of quantitative and qualitative data supported
each other. Both the quantitative data and qualitative data analysis showed that the course with metacognitive
prompts supported PSTs’ metacognitive development and an improvement in their metacognition was found. This
study supported that metacognitive prompts can be inserted into science content and activities to help learners to
better learn the scientific content and process by using their metacognition.