Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3254
Title: A Metacognitive Strategy for Training Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science
Authors: Eldar, Osnat
Eylon, Bat-Sheva
Ronen, Miky
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Eldar, O., Eylon, B., & Ronen, M. (2008). A Metacognitive Strategy for Training Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 25-26). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Instructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metacognitive strategies, in a pre-service content course, contributes to the learning of content and pedagogy.
URI: https://doi.dx.org/10.22318/icls2008.3.25
https://repository.isls.org//handle/1/3254
Appears in Collections:ICLS 2008

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