Development of Pre-service Science Teachers' Metacognition in an Inquiry Based Laboratory Course


Çakır B., Ertepınar H., Yılmaz Tüzün Ö.

The National Association for Research in Science Teaching (NARST), Indiana, Amerika Birleşik Devletleri, 25 - 28 Mart 2012, ss.171-172

  • Basıldığı Şehir: Indiana
  • Basıldığı Ülke: Amerika Birleşik Devletleri
  • Sayfa Sayıları: ss.171-172

Özet

 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.