Participatory Educational Research

Participatory Educational Research

The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers' Confidence in Technological Pedagogical Content Knowledge

Yazarlar: Şenol ŞEN, Senar TEMEL

Cilt 4 , Sayı 1 , 2017 , Sayfalar 45 - 52

Konular:Eğitim, Bilimsel Disiplinler

Anahtar Kelimeler:Confidence,Metacognitive skill levels,Preservice chemistry teachers,Technological pedagogical content knowledge

Özet: The aim of the study was to determine the metacognitive skill levels of preservice chemistry teachers and to investigate the effect of different metacognitive skill levels on their confidence in technological pedagogical content knowledge. In the study, survey method which is one of the quantitative research methods was used to determine the effect of different metacognitive skill levels on confidence in technological pedagogical content knowledge. The study was conducted during 2015-2016 fall semester. A total of 75 preservice chemistry teachers participated in the study. The participants of the study were comprised of preservice chemistry teachers attending the Faculty of Education in a public university. As a data collection tool, The Metacognitive Activities Inventory (MCA-I) which was developed by Cooper and Sandi-Urena (2009) and adapted into Turkish by Temel, Dinçol and Yılmaz (2011) was applied to determine preservice chemistry teachers' metacognitive skill levels. Also, the Technological Pedagogical Content Knowledge Confidence Survey (TPACKCS) developed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted into Turkish by Timur and Taşar (2011) was used to determine preservice chemistry teachers' confidence in technological pedagogical content knowledge. Firstly, the data obtained from MCA-I was analyzed. Three groups were formed by using the grouping method developed by Cooper, Sandi-Urena and Stevens (2008). Then, one-way MANOVA test was employed in determining the effects of preservice chemistry teachers' metacognitive skill levels on their technological pedagogical content knowledge, technological pedagogical knowledge, technological content knowledge, and technological knowledge. At the end of the study, the obtained one-way MANOVA test results were presented and interpreted.

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@article{2017, title={The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers’ Confidence in Technological Pedagogical Content Knowledge}, volume={4}, number={1}, publisher={Participatory Educational Research}, author={Şenol ŞEN,Senar TEMEL}, year={2017}, pages={45–52} }
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Şenol ŞEN,Senar TEMEL. (2017). The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers’ Confidence in Technological Pedagogical Content Knowledge (Vol. 4, pp. 45–52). Vol. 4, pp. 45–52. Participatory Educational Research.
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Şenol ŞEN,Senar TEMEL. The Effect of Different Metacognitive Skill Levels on Preservice Chemistry Teachers’ Confidence in Technological Pedagogical Content Knowledge. no. 1, Participatory Educational Research, 2017, pp. 45–52.
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