The National Association for Research in Science Teaching (NARST), Hawaii, United States Of America, 6 - 09 April 2013, pp.243
The purposes of the present study were to investigate the relationships among pre-service science teachers’
informal reasoning on SSI, their epistemological beliefs and metacognitive awareness and to investigate the predictors
for their informal reasoning on SSI regarding their epistemological beliefs and metacognitive awareness. A total of 674
pre-service science teachers enrolled in the elementary science education department of Education Faculties of 3 public
universities located in the Ankara, the capital city of an eastern country participated in the study. The Open- ended
Questionnaire developed by Wu and Tsai (2010) for assessing informal reasoning on SSI, Schommer’s Epistemological
Questionnaire developed by Schommer (1990), and Metacognitive Awareness Inventory developed by Schraw and
Dennison (1994) were used. Results of the study revealed that there are correlations among pre-service science
teachers’ informal reasoning quality and most of their metacognitive awareness subdimensions. Also, there is a negative
and significant correlation among pre-service science teachers’ certain knowledge and counterargument construction.
Metacognitive awareness subdimensions of information management strategies and declarative knowledge were the
best predictors for pre-service science teachers’ informal reasoning quality.