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

Date

2015-10-01

Author

Yerdelen-Damar, Sevda
Özdemir, Ömer Faruk
Unal, Cezmi

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Teacher education, Science education, Metacognitive knowledge, Metacognition

URI

https://hdl.handle.net/11511/54039

Journal

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

S. Yerdelen-Damar, Ö. F. Özdemir, and C. Unal, “Pre-service Physics Teachers’ Metacognitive Knowledge about Their Instructional Practices,” EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, pp. 1009–1026, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/54039.