A Comparison of Types of Knowledge of Cognition of Preservice Biology Teachers

Autor/inn/en	Sugiharto, Bowo; Corebima, Aloysius Duran; Susilo, Herawati; Ibrohim
Titel	A Comparison of Types of Knowledge of Cognition of Preservice Biology Teachers
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 19 (2018) 1, Artikel 4 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Metacognition; Knowledge Level; Preservice Teachers; Science Teachers; Biology; Knowledge Base for Teaching; Foreign Countries; Preservice Teacher Education; Indonesia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Lehramtsstudiengang; Lehrerausbildung; Indonesien
Abstract	This research aims to compare three kinds of knowledge of cognition underlying the reflective aspects of metacognition. The three kinds of cognition considered in this research are declarative knowledge, procedural knowledge and conditional knowledge. This exploratory research survey involved 122 pre-service biology teachers during their third semester of training. The instrument used to gather data was the Metacognitive Awareness Inventory (MAI) of Schraw and Denisson (1994), modified by use of a Likert scale. The data gathered were analyzed using one-way analysis of variance (ANOVA) followed by a least significant difference (LSD) test. The results of this research show that the kind of knowledge of cognition of preservice biology teachers which was most highly developed in the research sample was conditional knowledge, followed by procedural knowledge and declarative knowledge, between which there was no significant difference. This high level of conditional knowledge as compared with the other two knowledge types could result from this type of knowledge being stimulated to a greater extent than the other two types. Based on the results of this research, it is recommended that, in order to stimulate knowledge of cognition, especially conditional knowledge, lecturers in biology education should provide challenging learning environments containing clear problems and tasks, and simultaneously implement a reward system for students. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01