Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.35, sa.1, ss.55-77, 2020 (ESCI)
The aim of this research is to examine the cognitive and metacognitive strategies, the products of metacognitive processes that were active in pre-service science teachers' mind who changed or who did not change their conceptual understanding after reading an expository science text about heat and temperature. Case study was used in this study. Nine volunteer pre-service science teachers who had a variety of alternative conceptions in terms of both the number and diversity participated in this study. In order to examine their conceptual understandings regarding to heat-temperature in detail, before and after reading the expository science texts, semi-structured interviews were conducted with each of them as a pre and post-interview. To be able to identify their cognitive and metacognitive strategies and the products of metacognitive processes, they were asked to read aloud and think aloud as they read the texts and semi-structured interviews were conducted after their reading assignment. Based on the data analysis, it was found that the pre-service science teachers who changed their alternative conceptions to scientific conception after reading used more strategies and the products of metacognitive processes in terms of both number and diversity and the aim of using strategies and the products of metacognitive processes were mostly to activate their metaconceptual process such as awareness, monitoring, and evaluating.