Pre service Physics Teachers Metacognitive Knowledge about Their Instructional Practices
Yazarlar (3)
Yüzüncü Yıl Üniversitesi, Türkiye
Orta Doğu Teknik Üniversitesi, Türkiye
Doç. Dr. Cezmi ÜNAL
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
|
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Eurasia Journal of Mathematics Science and Technology Education |
| Dergi ISSN | 1305-8215 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q4 |
| Makale Dili | İngilizce |
| Basım Tarihi | 10-2015 |
| Cilt No | 11 |
| Sayı | 5 |
| Sayfalar | 1009 / 1026 |
| DOI Numarası | 10.12973/eurasia.2015.1370a |
| 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. Copyright. |
| Anahtar Kelimeler |
| Metacognition | Metacognitive knowledge | Science education | Teacher education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| WoS | 9 |
| SCOPUS | 15 |
| Google Scholar | 46 |