An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies

Autor/inn/en	Doganay, Ahmet; Ozturk, Ayse
Titel	An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies
Quelle	In: Educational Sciences: Theory and Practice, 11 (2011) 3, S.1320-1325 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Observation; Interviews; Metacognition; Content Analysis; Elementary School Teachers; Case Studies; Teaching Methods; Qualitative Research; Inservice Teacher Education; Comparative Analysis; Science Instruction; Technology Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Beobachtung; Interviewing; Interviewtechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Inhaltsanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Lehrerfortbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technisch-naturwissenschaftlicher Unterricht; Ausland; Türkei
Abstract	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. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10