Pre service Physics Teachers Metacognitive Knowledge about Their Instructional Practices
Yazarlar (3)
Prof. Dr. Sevda Yerdelen Damar Yüzüncü Yıl Üniversitesi, Türkiye
Ömer Faruk Özdemir Orta Doğu Teknik Üniversitesi, Türkiye
Doç. Dr. Cezmi ÜNAL Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | Eurasia Journal of Mathematics Science and Technology Education (Q4) | ||
| Dergi ISSN | 1305-8215 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 10-2015 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 25-08-2015 |
| Cilt / Sayı / Sayfa | 11 / 5 / 1009–1026 | DOI | 10.12973/eurasia.2015.1370a |
| Makale Linki | https://doi.org/10.12973/eurasia.2015.1370a | ||
| UAK Araştırma Alanları |
Fizik Eğitimi
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| Özet |
| BackgroundTeacher metacognition involves teachers' thinking about their teaching. This study aims to investigate pre-service physics teachers’ metacognitive knowledge about their teaching practices.Materials and methodsThe participants included six pre-service physics teachers in an “instructional methods” course designed for pre-service teachers who were seeking a degree to become physics teachers. A framework of metacognition for teaching was developed to analyze the level of pre-service physics teachers’ metacognitive knowledge about their teaching practices. The sources of data used in this study were observations collected through pre-service teachers’ instructional practices, lesson plans, reflection papers, and interviews with pre-service teachers about their instructional practices. The data of study was analyzed using interpretivist qualitative methodology.ResultsAnalysis 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.ConclusionsThe results of the study provided evidence that metacognitive knowledge on teaching is a fruitful framework to generate interpretations about the participants’ instructional processes. |
| Anahtar Kelimeler |
| Metacognition | Metacognitive knowledge | Science education | Teacher education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 9 |
| Scopus | 15 |
| Google Scholar | 48 |