Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

Yerdelen-Damar S., ÖZDEMİR Ö. F., Unal C.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.11, no.5, pp.1009-1026, 2015 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 5
  • Publication Date: 2015
  • Journal Name: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.1009-1026
  • Keywords: metacognition, metacognitive knowledge, science education, teacher education, SCIENCE-EDUCATION, MATHEMATICS, REFLECTION, STUDENTS, CONCEPTIONS, INQUIRY
  • Middle East Technical University Affiliated: Yes

Abstract

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices. Analysis of data showed that pre-service physics teachers' metacognitive knowledge about their content knowledge was quite satisfactory; however, their metacognitive knowledge about instructional methods, students' pre-instructional knowledge, and the task of teaching needs to be improved. The results of the study provided evidence that metacognitive knowledge on teaching is a fruitful framework to generate interpretations about the participants' instructional processes.