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Direct linkSaribas, Deniz; Mugaloglu, Ebru Z.; Bayram, Hale – EURASIA Journal of Mathematics, Science & Technology Education, 2013
This study investigated the influence of metacognitive guidance on pre-service science teachers' scientific knowledge, science process skills, and views about the nature of science. The sample included 48 pre-service science teachers taking a first-year chemistry laboratory course in a public university in Turkey. During the 11-week course, the…
Descriptors: Chemistry, Foreign Countries, Control Groups, Experimental Groups
Shawer, Saad F. – Journal of Further and Higher Education, 2013
This quantitative investigation examined the influence of low and high self-efficacy on candidate teacher academic performance in a foreign language teaching methodology course through testing the speculation that high self-efficacy levels would improve pedagogical-content knowledge (PCK). Positivism guided the research design at the levels of…
Descriptors: Teacher Education, Preservice Teachers, Self Efficacy, Academic Achievement
Kramarski, Bracha; Michalsky, Tova – Educational Research and Evaluation, 2009
Our study investigated 3 metacognitive approaches provided during different phases of learning technological pedagogical content knowledge (TPCK) in a Web-based learning environment. These metacognitive approaches were based on self-question prompts (Kramarski & Mevarech, 2003) which appeared in pop-up screens and fostered the Self-Regulated…
Descriptors: Pedagogical Content Knowledge, Teaching Methods, Educational Technology, Preservice Teachers
