The Role of Metacognitive Guidance on Pre-service Teachers’xx Emotions During Practicum

Date

2017-05-21

Author

Kırbulut, Zübeyde Demet
Kondakçı, Esen

Metadata

Show full item record

Item Usage Stats

29
views

0
downloads

URI

https://hdl.handle.net/11511/72939

Collections

Unverified, Conference / Seminar

Suggestions

OpenMETU
Core

The effects of physical manipulative with or without self-metacognitive questioning on sixth grade students' knowledge acquisition in polygons Erdoğan, Beril; Ubuz, Behiye; Department of Secondary Science and Mathematics Education (2007) This study compared the effect of the use of physical manipulative with self-metacognitive questioning versus manipulative without self-metacognitive questioning on the knowledge acquisition in polygons. Participants were 220 sixth grade students. A pretest, treatment and posttest two-group design was used. There were two treatment groups: manipulative with self-metacognitive questioning (MAN+META) and manipulative without self-metacognitive questioning (MAN) Three distinct knowledge tests were designed by ...
The role of metacognition in students’ mental models of the quantization Didiş Körhasan, Nilüfer; Eryılmaz, Ali; Erkoç, Şakir (2018-09-01) As part of a multiphase study (Didiş et al., 2014; Didiş et al., 2016), this research focused on the effective issues on cognition, and it examined the role of metacognition in the construction of mental models. With the identification of students’ mental models of quantization of physical observables in the previous parts of the project, we considered metacognition theory to identify how knowledge about cognition influenced the construction of their mental models. Semi-structured interviews were conducted ...
The influence of instructional interactions on students' mental models about the quantization of physical observables: a modern physics course case Korhasan, Nilufer Didis; Eryılmaz, Ali; ERKOC, ŞAKİR (IOP Publishing, 2016-01-01) Mental models are coherently organized knowledge structures used to explain phenomena. They interact with social environments and evolve with the interaction. Lacking daily experience with phenomena, the social interaction gains much more importance. In this part of our multiphase study, we investigate how instructional interactions influenced students' mental models about the quantization of physical observables. Class observations and interviews were analysed by studying students' mental models constructe...
The effects of metacognitive knowledge on the pre-service teachers' participation in the asynchronous online forum Topcu, Abdullah; Ubuz, Behiye (2008-01-01) This paper researches the effects that students' metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners' ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of intera...
The Effects of argument-driven inquiry instructional model on 10th grade students’ understanding of gases concepts Demirci Celep, Nilgün; Geban, Ömer; Department of Secondary Science and Mathematics Education (2015) The main purpose of this study was to seek whether there is a significant effect of Argument-Driven Inquiry (ADI) instructional model on 10th grade high school students’ conceptual understanding and attitudes toward chemistry as compared to traditional chemistry instruction and to draw conclusion based on the evidence for students’ conceptual understandings of gases concepts and attitude toward chemistry between the experimental and traditional groups. The sample of this study consisted of 157 tenth grade s...

Citation Formats

Z. D. Kırbulut and E. Kondakçı, “The Role of Metacognitive Guidance on Pre-service Teachers’xx Emotions During Practicum,” 2017, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/72939.