Abstract
The research aim was to verify the efficiency of a metacognitive strategy called Post-Test Reflection (PTR), implemented into Chemistry Teaching Students’ Training. This research was performed in the 2020/2021 academic year during a course in Chemistry Didactics. The sample consisted of 22 Chemistry Teaching students in the 1st year of their Master study. First, students took a test focused on selected topics of general chemistry didactics. The results showed that students had superficial knowledge and misconceptions, which was related to their learning methods. 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. At the end of the semester, students completed their course in Chemistry Didactics by taking a second test and an oral examination. The PTR self-assessment metacognitive strategy showed efficiency. PTR promoted the development of cognitive understanding in the students, which led to changes in their learning strategies. After PTR, the students proceeded to achieve better academic results as confirmed by the results of the second test as well as the oral examination taken during the Chemistry Didactics course. The research showed that metacognition promoted “deep understanding” and increased students’ motivation to learn.
Author Information
Mária Ganajová, Pavol Jozef Šafárik University in Košice, Slovakia
Ivana Sotáková, Pavol Jozef Šafárik University in Košice, Slovakia
Mária Kožurková, Pavol Jozef Šafárik University in Košice, Slovakia
Paper Information
Conference: BCE2022
Stream: Assessment Theories & Methodologies
This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Ganajová M., Sotáková I., & Kožurková M. (2022) Metacognitive Strategies in the Preparation of Future Chemistry Teachers ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.13
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.13
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