The National Association for Research in Science Teaching (NARST), Florida, United States Of America, 3 - 06 April 2011, pp.188
The aim of this paper is to investigate if metacognitively embedded prompts help to create a
metacognitively oriented learning environment in a science laboratory course. The data were collected from 28 Pre
service science teachers (PSTs) who attended the science laboratory course in a large public university. Mixed research
method approach was used to collect and analyze the data. To collect in dept data, interviews with 7 PSTs were made.
Metacognitive prompts were used throughout the laboratory course which lasted 6 weeks to evoke PSTs’
metacognition. Metacognitively learning environment was investigated in terms of 1) metacognitive demands, 2)
student-student discourse, 3) student-teacher discourse, 4) student voice 5) distributed control 6) teacher
encouragement and support 7) emotional support. It can be concluded from the study that metacognitively embedded
prompts enable to create a metacognitively oriented classroom environment which supports the metacognitive
development. Besides, PSTs stated that they questioned their learning more with the laboratory course. Furthermore,
the interviews supported that this course helped PSTs develop their metacognitive skills.