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


Yerdelen-Damar S. , ÖZDEMİR Ö. F. , Unal C.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, cilt.11, ss.1009-1026, 2015 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 11 Konu: 5
  • Basım Tarihi: 2015
  • Doi Numarası: 10.12973/eurasia.2015.1370a
  • Dergi Adı: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
  • Sayfa Sayıları: ss.1009-1026

Özet

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.