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ERIC Number: EJ1007557
Record Type: Journal
Publication Date: 2013-Feb
Pages: 6
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1305-8223
Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers
Saribas, Deniz; Mugaloglu, Ebru Z.; Bayram, Hale
EURASIA Journal of Mathematics, Science & Technology Education, v9 n1 p83-88 Feb 2013
This study investigated the influence of metacognitive guidance on pre-service science teachers' scientific knowledge, science process skills, and views about the nature of science. The sample included 48 pre-service science teachers taking a first-year chemistry laboratory course in a public university in Turkey. During the 11-week course, the students conducted 11 experiments. Four scales were administered to a control group and an experimental group as pre- and post-tests. Differently from control group, experimental group discussed the experimental design and completed a reflection form before and after each experiment. Moreover, experimental group answered questions about daily life implications. Results indicate that the inclusion of metacognitive guidance helped the students in the experimental group to improve their process skills and conceptual understanding. (Contains 3 tables.)
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire