The study investigated whether preservice science teachers’ metacognitiveawareness about teaching science and lab instruction change throughout a laboratory applications course. The course aimed to improve preservice science teachers’ inquiry lab design. So, it was designed to consist of interactive lectures, discussions, microteaching practices, and writing reports of microteaching practices. 33 preservice science teachers participated in the study. Data were gathered through pre and postcourse evaluation forms, instructional design instrument (ID), and student reports. The results showed that students developed their metacognitive awareness about science teaching and lab instruction by means of the improvement of their competence of inquiry lab design throughout the course.
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PRESERVICE SCIENCE TEACHERS’ METACOGNITIVE AWARENESS ABOUT LAB INSTRUCTION AND THEIR COMPETENCY IN INQUIRY LAB DESIGN: THE CASE OF A LAB APPLICATIONS COURSE