Title: Metacognitive Strategies in the Preparation of Future Chemistry Teachers
Stream: Assessment Theories & Methodologies
Presentation Type: Poster Presentation
Mária Ganajová, Pavol Jozef Šafárik University in Košice, Slovakia
Ivana Sotáková, P.J.Šafarik University, Slovakia
This paper focuses on the efficiency of metacognitive strategies implemented in university teaching. This research was performed in the 2020/2021 academic year during a course in Chemistry Didactics. The sample consisted of 30 Chemistry Teaching students in the 1st year of their Master study. The research aimed to verify the efficiency of metacognitition via questions (e.g. “How do I change my own learning strategy?”). First, students took a test focused on chemistry didactics. Their answers included misconceptions and incorrect formulations, and showed a lack of deeper understanding of the subject matter in some cases, etc. Students were asked to review the test questions at home in order to identify the errors they made, explain why these errors occurred, and how they could be removed, which promoted deeper understanding of the subject matter. The research results were evaluated quantitatively and students’ answers were categorised into encoded groups. The evaluation showed that most students were able to realize that superficial memorising was not enough to succeed and it is necessary to actually understand the subject matter, i.e. be able to explain it and provide examples if they are to teach it in future. A year after this research was completed, students expressed their opinions on the use of metacognition in a questionnaire. All 23 students who completed the questionnaire considered self-evaluating metacognitive questions to be useful. Students claimed they would employ metacognition in their future teaching careers to help their future students identify their weaknesses and strengths in learning.
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