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ERIC Number: EJ936314
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1303-0485
An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies
Doganay, Ahmet; Ozturk, Ayse
Educational Sciences: Theory and Practice, v11 n3 p1320-1325 Sum 2011
This comparative case study aimed to investigate whether experienced elementary school teachers' science and technology teaching processes differed from inexperienced teachers' teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced, participated in the study. The qualitative data were collected through unstructured observation and semi-structured interview in 90 class hours in total. The data were analyzed through content analysis. The results show that experienced elementary school teachers perform more activities related to metacognition before, during and after science and technology teaching process and they make use of more metacognitive strategies addressing many components of metacognition such as planning, observation, and organization. These findings revealed that teachers should be trained in in-service programs in a way that they would implement metacognitive strategies into their classes and their skills about metacognitive strategies implementation should be reinforced.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey