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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Developing Pre-service Teachers’ Constructivist-Oriented Scientific Epistemological View through Metacognitive Group Discourse
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Developing Pre-service Teachers’ Constructivist-Oriented Scientific Epistemological View through Metacognitive Group Discourse

机译：通过元认知群体话语发展职前教师的建构主义科学认识论观

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The study investigated the effects of Metacognitive Group Discourse (MGD) on developing constructivist-oriented Scientific Epistemological Views (SEV). Participants were 14 fourth-year pre-service secondary science teachers from a teacher education institute. It utilized a pretest-posttest quasi-experimental design. Participants were randomly assigned to two groups, the treatment group and the control group. Both groups received explicit instructions of the targeted aspects of the nature of science (NOS) and had 14 classroom observations on science lessons. After each explicit instruction of the NOS and classroom observations, only the treatment group underwent a Metacognitive Group Discourse (MGD) while the control group had no any form of group metacognition. SEV scale and open-ended questionnaire were used to assess the changes in the SEV orientations of the participants prior to, after, and two months after the conduct of the study. Results revealed that though there was no significant difference in the SEV of the two groups, both groups’ SEVs still improved. Probing their understanding on the NOS however showed that the treatment group exhibited more constructivist-oriented SEV. Findings of the study imply that the MGD is effective in developing constructivist-oriented scientific epistemological views of preservice teachers and enable its retention and further development. Implications for future research and science teacher education are discussed.
机译：该研究调查了元认知群话语（MGD）在发展面向建构主义的科学认识论观点（SEV）中的影响。参加者是来自教师教育机构的14名四年级职前中学科学教师。它采用了前测后测的准实验设计。参与者被随机分为两组，即治疗组和对照组。两组都收到了有关科学性质（NOS）的有针对性方面的明确指示，并且对科学课进行了14次课堂观察。在每项明确的NOS指导和课堂观察之后，只有治疗组接受了元认知组话语（MGD），而对照组则没有任何形式的组元认知。在进行研究之前，之后和两个月，使用SEV量表和开放式问卷来评估参与者的SEV取向的变化。结果显示，尽管两组的SEV没有显着差异，但两组的SEV仍然有所提高。然而，探究他们对NOS的理解表明治疗组表现出更多的面向建构主义的SEV。研究结果表明，MGD在发展面向建构主义的职前教师科学认识论观点方面是有效的，并使其得以保留和进一步发展。讨论了对未来研究和理科教师教育的影响。

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