Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions

Santoso, Tri; Yuanita, Leny

doi:10.1088/1742-6596/824/1/012026

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…Furthermore, they had difficulty in making decisions when developing their questions from the perspective of chemistry understanding levels, which could stem from the fact that the knowledge structure of chemistry contains abstract concepts that are difficult to comprehend. Questioning was quite effective in the improvement of students' scientific and critical thinking and therefore are rather important in science education (Santoso & Yuanita, 2017).…”

Section: Discussion On Teaching Questioning Strategies (Qs)mentioning

confidence: 99%

Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers’ Self-Regulated Learning Skills

Ekici

Atasoy

2023

education

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This study aimed to promote self-regulated learning skills in pre-service teachers, and to this end, a two-year Self-Regulated Learning Skills Development (SLSD) Plan for pre-service chemistry teachers was developed. In this SLSD plan, the strategy instruction was conducted in an integrated way into the content courses of the chemistry education curriculum. The strategy instruction was carried out in four parts: “time management strategies”, “reading comprehension and summarization strategies”, “writing strategies” and “questioning strategies”. In addition, metacognitive strategies used by the pre-service teachers during the strategy instruction were also examined. Semi-structured interviews, self-monitoring forms, field notes, and student-generated questions were used to collect data to identify the strategies that the pre-service teachers used and determine the changes that occurred as a result of the application of these strategies. The data were analyzed using descriptive and content analysis methods. It was determined that both the frequency of use and the diversity of the strategies used increased in time management strategies, reading comprehension and summarizing strategies, and writing strategies. In questioning strategies, when the quality of the questions created by pre-service teachers was examined, it was determined that there was an increase in the quality of these questions in terms of “thinking level” and “content”, but there was no regular trend in terms of “chemistry understanding levels”. It was observed that most of the pre-service teachers also applied metacognitive strategies during strategy instruction. In the light of the results of this study, suggestions on promoting self-regulated learning skills in pre-service teachers are provided for chemistry teacher education, and chemistry education researchers.

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Section: Discussion On Teaching Questioning Strategies (Qs)mentioning

confidence: 99%

Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers’ Self-Regulated Learning Skills

Ekici

Atasoy

2023

education

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“…However, they have the self-efficacy to recreate substantial questions. Reading-generated questions could make the students think using metacognition knowledge (Santoso & Yuanita, 2017). Questioning can be implemented to direct students' attention to specific information and encourage them to code certain connections.…”

Section: Assignmentmentioning

confidence: 99%

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

2023

Pegegog

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Metacognition and critical thinking have become essential variables in science teaching. However, the low level of students' metacognition and critical thinking at various educational levels in Indonesia is still widely reported. Therefore, the GIRQA instructional model is needed to minimize the recurring gap. This study aims to determine the effect of implementing GIRQA on the students' Metacognition Awareness (MA) and Critical Thinking Skills (CTS) in Biology. This quasi-experimental study used a non-randomized control-group pre-test and post-test design. The populations were 214 students from the 10th-grade Science Program at one of the high schools in Jombang Regency, East Java, Indonesia. We used a cluster random sampling design to assign two groups (72 students) as the research samples. The instrument for measuring MA was the metacognition awareness inventory. Then, an integrated essay test was used to measure CTS. The results showed differences in metacognition awareness and critical thinking skills between students taught with the GIRQA and traditional learning models. The GIRQA contributed 48.1% to students' MA and 41.4% to students' CTS. Future research shall explore the relationship between metacognition and critical thinking using several instructional models.

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“…Metacognition or 'thinking about thinking' involves the awareness and regulation of thinking processes [7,8,9,10,11,12]. Metacognitive strategies are strategies which require students to think about their thinking as they engage in academic tasks [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…It should include improved definitions and descriptions of the numerous components of the concept [16]. Hence it can be concluded that metacognition from an educational standpoint refers to one's knowledge and the monitoring and control of one's own systematic cognitive activity which requires specific metacognitive skills such as planning and evaluation [17,11,14,18]. In order to be effective learners, students must not only use their memory and the language skills they have internalized, but they must also develop their own way of learning.…”

Section: Introductionmentioning

confidence: 99%

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

Susantini¹,

Indana²,

Isnawati³

et al. 2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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An instructional video might help learners to conceive learning attainment better or acquire specific skills. This study aimed to describe video quality, metacognitive skills, and responses of pre-service teachers. The video was developed using ASSURE model consisted of six stages; analyzing learner, stating objectives, selecting materials or designs, utilizing materials, requiring learner's response, and evaluating product. The metacognitive skills measured in the present study included monitoring and evaluation skills. The design of this research was one-shot case study to address objectives. Three experts of biology education were invited to examine the quality of the video. There were 138 pre-service teachers majoring in biology education at Universitas Negeri Surabaya and Universitas Negeri Malang, Indonesia as research participants. Results showed that video quality was good on the stage of metacognitive learning strategy. Another finding was the fact that pre-service teachers' metacognitive skills were excellent and they also showed positive response towards video, especially in learning stages, learning strategies, and metacognitive skills. This study suggests that the video can be used as a standardized modelling video to teach metacognitive skills. Keywords-instructional video, metacognitive skills, preservice teacherI.

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Metacognitive Analysis of Pre-Service Teachers of Chemistry in Posting Questions

Cited by 3 publications

References 19 publications

Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers’ Self-Regulated Learning Skills

Implementation of Strategy Instruction to Promote Pre-Service Chemistry Teachers’ Self-Regulated Learning Skills

The Integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An Instructional Model to Enhance Metacognition and Critical Thinking of Students in Science Classroom

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

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