Session Information
SES D 05, Paper Session
Paper Session
Contribution
The purpose of this study was to determine the preservice- science teachers’ (PSTs) metacognitive processes by using metacognitive prompts in a science laboratory course. Metacognition is the ability which provides one to understand and monitor the cognitive processes (Zimmerman, 1989). Metacognition includes two subcomponents which are knowledge of cognition (informative components) and regulation of cognition (operative components). Knowledge of cognition includes procedural knowledge, declarative knowledge and conditional knowledge. Declarative knowledge refers to knowing about things. Procedural knowledge refers to knowing how to do things and conditional knowledge refers to knowing why and when doing things. On the other hand, regulation of cognition refers to planning, monitoring and evaluating (cited in Hartman, 2001; Schraw, 1998;Flavell,1987).
Based on social cognitive theory (Bandura, 1986), a cycle involving three features, can increase academic success: forethought, performance, and self reflection (Zimmerman, 2000). Forethought is considered to be the current science knowledge of the student, performance is the action of the students during the scientific inquiry, and self-reflection occurs when the students interact with prompts (Peters, 2008).
Use of metacognition is necessary for learning since metacognitive knowledge and strategies have important roles in thinking, reasoning and problem solving (Hartman, 2001). Researchs show that high-achiving students are at using metacognitive strategies than low-achiving students (Sternberg, 1985). Although the studies on metacognition show that metacognition has an important role on learning, many srudents are unaware of their thinking processes, strategies and their thinking products. (Driver, Newton & Osborne, 2000).
In this study metacogvitive prompts are used. Prompts are questions that encourage students to add more details and ask for thinking deeply to evoke metacognitive skills (Peters, 2008). These prompts help students to write their metacognitive reflections which includes their learning process, strategies, comprehension levels, their success or failure in their tasks and the evaluation of their performance (Bangert-Drowns, Hurler & Wilkinson, 2004). Therefore, prompts were given students to assess both respondents’ knowledge of cognition (informative components) and their regulation of cognition (operative components). Research question is; What metacognitive skills do PSTs have?
Method
Expected Outcomes
References
Bandura, A. (1986). Social foundations of thought and action : a social cognitive theory. Englewood Cliffs, N.J. : Prentice-Hall Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312. Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Hartman, J.H.(2001). Developing students’ metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice. London: Kluwer Academic. Peters, E.E. (2008). Self-regulation of scientific epistemologies: a metacognitive prompting intervention. US-Sino workshop on mathematics and science education. Schraw, G. (1998) Promoting general metacognitive awareness. Instructional science, 26, 113-125 Sternberg, R. A. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University Press. Zimmerman, B. J. (1989). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: The Guildford Press.
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