Pre-service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, vol.11, no.5, pp.1009-1026, 2015 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 11 Issue: 5
- Publication Date: 2015
- Doi Number: 10.12973/eurasia.2015.1370a
- Journal Name: EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
- Page Numbers: pp.1009-1026
- Van Yüzüncü Yıl University Affiliated: Yes
Abstract
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.