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

被引：0
|
作者：
Yerdelen-Damar, Sevda [1 ]
Ozdemir, Omer Faruk [2 ]
Unal, Cezmi [3 ]
机构：
[1] Yuzuncu Yil Univ, TR-65080 Van, Turkey
[2] Middle E Tech Univ, Ankara, Turkey
[3] Gaziosmanpasa Univ, Ankara, Turkey
来源：
EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION | 2015年 / 11卷 / 05期
关键词：
metacognition; metacognitive knowledge; science education; teacher education; SCIENCE-EDUCATION; MATHEMATICS; REFLECTION; STUDENTS; CONCEPTIONS; INQUIRY;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：1009 / 1026
页数：18
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