Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers

This study investigated the influence of metacognitive guidance on pre-service science teachers' scientific knowledge, science process skills, and views about the nature of science. The sample included 48 pre-service science teachers taking a first-year chemistry laboratory course in a public u...

Full description

Saved in:
Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2013-02, Vol.9 (1), p.83
Main Authors: Saribas, Deniz, Mugaloglu, Ebru Z, Bayram, Hale
Format: Article
Language:English
Subjects:
Chemistry
College Freshmen
Control Groups
Experimental Groups
Foreign Countries
Guidance
Measures (Individuals)
Metacognition
Motivated Strategies for Learning Questionnaire
Pedagogical Content Knowledge
Preservice Teachers
Pretests Posttests
Reflection
Science Process Skills
Science Teachers
Scientific Principles
Teacher Attitudes
Test of Integrated Process Skills
Turkey
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study investigated the influence of metacognitive guidance on pre-service science teachers' scientific knowledge, science process skills, and views about the nature of science. The sample included 48 pre-service science teachers taking a first-year chemistry laboratory course in a public university in Turkey. During the 11-week course, the students conducted 11 experiments. Four scales were administered to a control group and an experimental group as pre- and post-tests. Differently from control group, experimental group discussed the experimental design and completed a reflection form before and after each experiment. Moreover, experimental group answered questions about daily life implications. Results indicate that the inclusion of metacognitive guidance helped the students in the experimental group to improve their process skills and conceptual understanding. (Contains 3 tables.)
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2013.918a