Metacognition in Science Education: Past, Present and Future Considerations

Thomas, Gregory P.

doi:10.1007/978-1-4020-9041-7_11

Cited by 73 publications

(71 citation statements)

References 27 publications

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“…7, No. 4;2015 investigated (Lyurina, 2009), the psychological determinants of a person's professional motivation are carefully examined. Sufficiently fully examined are the classification of professional knowledge and skills performance indicators (Fedorov, 2009), the foundations of professional pedagogical communication, and elocution in teacher training (Savostianov, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…It includes tests, thematic situation-based tasks, and questions for reflection. As the main form of education here is a form of designing professional activities in the context of his/her professional competence and development of a creative personality of the future teacher (Zimnyaya, 2005;Boström, 2013;Thomas, 2012).…”

Section: Practice-oriented Designing Of the Main Types Of Professionamentioning

confidence: 99%

“…7, No. 4;2015 component, communicative-contacting, communicative-cognitive component. This is achieved by awareness of the multifunctional types of professional activities features with different target settings, speech content and motivation.…”

Section: The Use Of Test-frames As a Factor In The Effectiveness Of Smentioning

confidence: 99%

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Vectors of Students’ Practice-Oriented Professional Training in Teacher Education Universities

Koletvinova¹

2015

RES

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The relevance of this problem is caused by insufficient degree of elaboration of the theoretical and practical foundations of practice-oriented professional training for students in teacher education universities. Currently, the labor market demands competitive teachers who have mastered the necessary and sufficient types of professional communicative activities with an adequate speech design. The purpose of the study is to develop framework-components to improve the efficiency of designing multi-level professional communication situations. The leading research technologies are designing, intellectual communication, implementation of integration relations, person-centered communication, and others. The article reflects the results of the work done, in which students have mastered a typical structure of professional designing, learned to choose the right forms of intellectual communication in accordance with their academic and educational orientation, mastered the competence of multi-level professional communication. The article submissions may be useful for practical professional activities of university and high school teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Practice-oriented Designing Of the Main Types Of Professionamentioning

confidence: 99%

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Vectors of Students’ Practice-Oriented Professional Training in Teacher Education Universities

Koletvinova¹

2015

RES

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“…Üstbiliş ve özyeterlik etkili bir öğretim için önemli olan değişkenler arasındadır (GessNewsome, 2015;Tschannen-Moran ve Woolfolk Hoy, 2007;Thomas, 2012;Zohar ve Barzilai, 2013). Bu çalışmada fen bilgisi öğretmen adaylarının özyeterliklerini üstbilişsel değişkenlerin ne derecede yordadığını incelemek için nicel bir çalışma yapılmıştır.…”

Section: Tartişma Ve Sonuçunclassified

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

Kırbulut¹,

Uzuntiryaki-Kondakçı²

2017

İlköğretim Online

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ABSTRACT. The purpose of the present study was to examine the extent to which metacognitive science learning orientations and metacognitive self-regulation predicted pre-service science teachers' science teaching efficacy beliefs. A total of 224 pre-service science teachers from different universities participated in the study. Data were collected through Science Teaching Efficacy Belief Instrument, Self-Efficacy and Metacognition Learning Inventory and Science and Motivated Strategies for Learning Questionnaire. Stepwise multiple linear regression analysis was used to analyze the data. Results showed that constructivist connectivity and learning risks awareness from the dimensions of metacognitive learning orientations and metacognitive self-regulation significantly predicted science teaching efficacy beliefs. The model explained 27% of the variation in efficacy scores. Based on findings, it can be said that pre-service teachers who connect different information across various science learning environments, are aware of challenges in their learning, and use metacognitive learning strategies tend to have high efficacy beliefs. Keywords: Science Teaching Efficacy Beliefs, Metacognitive Science Learning Orientations, Metacognitive Selfregulation, Multiple Linear Regression, Pre-service Teachers. SUMMARYPurpose and Significance: Teacher efficacy plays an important role in planning teaching, providing effective learning environments, and improving student achievement. Teachers should be aware of their experiences to develop efficacy beliefs. Additionally, metacognition might be related to efficacy beliefs. Both constructs are necessary for effective teaching. Therefore, more research is needed to explore the relationship between self-efficacy and metacognition, and then propose ways to enhance the development of these constructs. The present study aimed at investigating how well metacognitive science learning orientations and metacognitive self-regulation predicted pre-service teachers' science teaching efficacy beliefs.

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“…7, No. 1; 2015 Thomas, 2012). Priority at this stage is given to differentiation and adaptation technologies, to methods of integration relations implementation, communicative methods, reflexive methods, search methods, and others.…”

Section: Review Of European Studiesmentioning

confidence: 99%

The Development Specifics of the Professional Integration-Communicative Competence of Students in Pedagogical Universities

Koletvinova¹

2014

RES

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The urgency of this problem is related to the lack of a development degree of the theoretical and practical areas of the humanities and the physico-mathematical disciplines integration, required for the development of the professional integration-communicative competence. The purpose of the research is to develop a framework-specific set of parameters of professional integration-communicative competence development of students in pedagogical institutes. The leading approaches to the study of this problem appear as the integration-communicative approach, and the creative approach. The article reflects the results of this work, in which the students have mastered the basics of implementing the integration relations of physico-mathematical disciplines of the cycle, learned how to organize intellectual communication of training and educating character, acquired the competence of the professional activities having adequate speech design. The article submissions may be useful for professional work of university professors and high school teachers.

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Metacognition in Science Education: Past, Present and Future Considerations

Cited by 73 publications

References 27 publications

Vectors of Students’ Practice-Oriented Professional Training in Teacher Education Universities

Vectors of Students’ Practice-Oriented Professional Training in Teacher Education Universities

Fen Bilgisi Öğretmen Adaylarının Fen Öğretimi Özyeterliklerinin Üstbilişsel Öğrenme Yönelimleri ve Üstbilişsel Özdüzenleme ile Yordanması

The Development Specifics of the Professional Integration-Communicative Competence of Students in Pedagogical Universities

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