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

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


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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: