Creating Metacognitive Awareness
in the Lab: Outcomes for Preservice
Science Teachers

Deniz Saribas; Ebru Z. Mugaloglu; Hale Bayram

doi:10.12973/eurasia.2013.918a

Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers

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Deniz Saribas ¹ ^* , Ebru Z. Mugaloglu ², Hale Bayram ³

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¹ Istanbul Aydın University, TURKEY² Bogazici University, TURKEY³ Marmara University, TURKEY^* Corresponding Author

Abstract

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.

Keywords

metacognitive awareness
learning outcomes
preservice science teachers

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 9, Issue 1, 2013, 83-88

https://doi.org/10.12973/eurasia.2013.918a

Publication date: 27 Jan 2013

Article Views: 2465

Article Downloads: 1163

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How to cite this article

APA

Saribas, D., Mugaloglu, E. Z., & Bayram, H. (2013). Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 83-88. https://doi.org/10.12973/eurasia.2013.918a

Vancouver

Saribas D, Mugaloglu EZ, Bayram H. Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers. EURASIA J Math Sci Tech Ed. 2013;9(1):83-8. https://doi.org/10.12973/eurasia.2013.918a

AMA

Saribas D, Mugaloglu EZ, Bayram H. Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers. EURASIA J Math Sci Tech Ed. 2013;9(1), 83-88. https://doi.org/10.12973/eurasia.2013.918a

Chicago

Saribas, Deniz, Ebru Z. Mugaloglu, and Hale Bayram. "Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 1 (2013): 83-88. https://doi.org/10.12973/eurasia.2013.918a

Harvard

Saribas, D., Mugaloglu, E. Z., and Bayram, H. (2013). Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), pp. 83-88. https://doi.org/10.12973/eurasia.2013.918a

MLA

Saribas, Deniz et al. "Creating Metacognitive Awareness in the Lab: Outcomes for Preservice Science Teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 1, 2013, pp. 83-88. https://doi.org/10.12973/eurasia.2013.918a