1 research outputs found
Student Teachers' Perspectives on the Cognitive and Metacognitive Strategy Practices in Instructional Design Course
This is a case study which aims to investigate student teachers'
perspectives on the practices related to the use of cognitive and
metacognitive strategies integrated in the course content. 90 sophomore
student teachers at two different state universities participated in
this study. Cognitive strategy practices are conducted in the first
participating group while metacognitive strategy practices are conducted
in the latter group. Structured interview consisting of open-ended
questions is employed with the aim of determining participants'
perspectives. Descriptive analysis is used for data analysis. Findings
show that their satisfaction levels in terms of the practices are high,
and that they believe in the usefulness of the practices in terms of the
knowledge and skills in the use of strategy and content area. Also, it
is found that they are satisfied with the practices in terms of
opportunities for the revision of the previous knowledge and adapting
studying. However, it is clear that they are annoyed with the weekly
conducted practices