文章基本信息

标题：Pre-service Physics Teachers’ Metacognitive Knowledge about Their Instructional Practices
本地全文：下载
作者：Sevda Yerdelen-Damar ; Ömer Faruk Özdemir ; Cezmi Ünal 等
期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2015
卷号：11
期号：5
页码：1009-1026
DOI：10.12973/eurasia.2015.1370a
出版社：Pamukkale Univ Dept Sci Education
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.
关键词：metacognition; metacognitive knowledge; science education; teacher education