Abstract:

Metacognition is a key concept in Cognitive Theory, which helps the maximization of learning. Metacognition consists of both individuals’ knowledge of the strategies that are employed while learning, but also for their knowledge about when and where to use these strategies [1]. Previous research has shown the positive impact of metacognition activity on student thinking and a positive correlation between metacognitive awareness and student learning at secondary level [2].

Hartman [3] argued that the method to maximize instructional effectiveness was “teaching with metacognition”. Successful metacognitive instruction addresses student schema, knowledge of strategies, and knowledge of the conditions for implementing strategies. The importance of this topic is amplified by the relatively limited amount of research done in this area particularly in relation to teachers’ knowledge [4].

This study incorporated metacognitive teaching and learning strategies into a pre-service teacher chemistry education module in order to promote pre-service teacher’s pedagogical understanding of metacognition. The participants in the study were final year pre-service teachers studying concurrent chemistry teacher education. The metacognitive teaching and learning strategies were previously developed and implemented by the researcher-practitioner with second level chemistry students [5]. The metacognitive teaching and learning strategies included providing explicit instruction of metacognitive thinking; teacher metacognitive modelling; student metacognitive modelling; metacognitive prompts and questioning; using concept based teaching as a metacognitive teaching tool; analogies as metacognitive tools.

The implementation of metacognitive strategies by pre-service chemistry teachers was evaluated using multiple methods including documentation, video analysis, questionnaires and interviews. Results indicate that preservice teachers have the pedagogical skills to implement the metacognitive teaching and learning strategies, and that they were implemented during their teaching placement. Pre-service teachers indicated they had no training in pedagogical applications of metacognition prior to the module, and they believed it should be introduced earlier in their training. Implications for science curricula, pre-service and in-service teacher training and bridging the theory-practice gap will be discussed.

References:
[1] ALTUNDAĞ CK. Context-based chemistry teaching within the 4Ex2 model: Its impacts on metacognition, multiple intelligence, and achievement. Journal of Turkish Science Education. Vol 15, no 2, pp. 1-2, 2018.
[2] Adey P, Shayer M. An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and instruction. Vol 11, no 1, pp. 1-29, 1993.
[3] Hartman HJ. Developing students’ metacognitive knowledge and skills. Metacognition in learning and instruction, pp. 33-68, 2001.
[4] Kallio H, Virta K, Kallio M, Virta A, Hjardemaal FR, Sandven J. The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers. Journal of Education and Learning. Vol 6, no 4, pp. 78-91, 2017.
[5] Trimble J., Finlayson O.E., Lovatt J.,. Classroom Discourse to Promote Metacognition and Conceptual Understanding in Chemistry: An Analysis, International Conference of Education, Research and Innovation ICERI2020 Proceedings, pp. 8755-8764, 2020.

Keywords:

Metacognition, Pedagogy, Pre-service teacher training.