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