Pre-service science teachers’ metacognition in a science laboratory course with metacognitively oriented learning environment

Çakır, Birgül
Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs’ metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher’s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs’ metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs’ metacognition.


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Citation Formats
B. Çakır, “Pre-service science teachers’ metacognition in a science laboratory course with metacognitively oriented learning environment,” M.S. - Master of Science, Middle East Technical University, 2011.