A Qualitative Analysis of the Pre-Service Science Teachers Pedagogical Understandings of Metacognition

Abstract

Metacognitive learning enables the learner to take charge of their learning making them a reflective learner. A reflective learner is skillful, efficient, and possesses the quality of self-awareness and self-regulation. The knowledge of metacognition and metacognitive strategies are vital for the teachers who shape the cognitive and affective domains of the learner. The present study explored the awareness of pre-service science teachers about metacognition and identified the usage of metacognitive strategies as a teaching methodology. The findings of the study reflected the constructive outcomes exhibited by the pre-service teachers in their understanding of the concept of metacognition. However, the implementation strategies of the pre-service teachers reflected the challenges they faced and an imperative necessity of intervention in the form of pedagogical support. The result of the findings attempts to throw light on the need of revamping the teacher education curriculum where the focus is specified on achieving the mastery of the Metacognition and metacognition strategies.  With the smooth instilling of metacognition, the vision of inculcating Higher Order Thinking skills amongst the learner may become a certainty in near future.