Development of Metacognitive Skills: Designing Problem-Based Experiment with Prospective Science Teachers in Biology Laboratory

Autor/in	Denis Çeliker, Huriye
Titel	Development of Metacognitive Skills: Designing Problem-Based Experiment with Prospective Science Teachers in Biology Laboratory
Quelle	In: Educational Research and Reviews, 10 (2015) 11, S.1487-1495 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Metacognition; Skill Development; Problem Based Learning; Science Instruction; Science Experiments; Science Teachers; Preservice Teachers; Foreign Countries; Teaching Methods; Instructional Effectiveness; Pretests Posttests; Science Laboratories; Laboratory Experiments; Gender Differences; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Problem-based learning; Problemorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Laboratory work; Laborarbeit; Geschlechterkonflikt; Statistische Analyse; Türkei
Abstract	The purpose of this study is to investigate the effect of designing problem-based experiments (DPBE) on the level of metacognitive skills of prospective science teachers. For this purpose, pre test-post test design, without control group, was used in the research. The research group of the study comprised 113 second-grade prospective science teachers who studied at the Faculty of Education of a state university, which is in the west of Turkey, in 2011-2012 spring semester. DPBE practices were carried out under the course of biology laboratory II. The experimental study was continued for 10 weeks. In the research, Metacognitive Skills Test for Adults which consists of 52 items and 2 factors was used for data collection. Cronbach's alpha coefficient of the test was 0.95. In the analysis of data, related samples T-test and unrelated sample T-test were used via SPSS-21. As a result of analyzing the data, it has been concluded that designing problem-based experiments contributes positively to the development of metacognitive skills and being aware of cognitive features, which are the sub-factors of the scale, of prospective science teachers. Besides, while metacognitive pre-test scores do not show any difference according to gender, post-test scores indicate a significant difference in favor of females. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01