Abstract
Instructional courses for preservice teachers are usually categorized as disciplinary content courses or pedagogical courses, and learners are expected to develop the pedagogical content knowledge on their own. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study presents an alternative design of a disciplinary course for preservice teachers, which uses metacognitive teaching strategies to promote the attainment of both disciplinary knowledge and pedagogical content knowledge. The goal of the study was to test whether in the context of the disciplinary course preservice teachers would develop their conceptual understanding as well as their pedagogical content knowledge about using a similar instructional strategy. Another goal was to determine what scaffolding is needed to help preservice teachers integrate the content and pedagogical aspects of learning. The results indicate that the collaborative diagnosis of conception (CDC) strategy helped preservice teachers develop a high level of conceptual understanding that goes beyond the achievements in traditional courses. This study presents a model for incorporating metacognitive strategies in a preservice content course and how the use of these strategies contributes to the learning of content and pedagogy. Metacognition is applied in this chapter for two different purposes: First, the CDC strategy uses metacognition to improve physics content knowledge, and second, metacognition is used to scaffold preservice teachers’ awareness of the instructional strategies that were used, thereby helping them construct their PCK. It refers to metacognitive knowledge about people, strategies, tasks, and the knowledge integration strategy, and to metacognitive regulation.
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Eldar, O., Eylon, BS., Ronen, M. (2012). A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science. In: Zohar, A., Dori, Y. (eds) Metacognition in Science Education. Contemporary Trends and Issues in Science Education, vol 40. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2132-6_10
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