APPLICATION OF METACOGNITIVE TECHNOLOGIES IN TRAINING FUTURE BIOLOGY TEACHERS
Abstract
Metacognition, the awareness and regulation of one's cognitive processes, plays a pivotal role in effective learning and teaching methodologies. This article explores the integration of metacognitive technologies into the training of future biology teachers, aiming to enhance their pedagogical prowess and adaptability within the dynamic field of biology education. Metacognitive technologies offer a framework for understanding and enhancing cognitive strategies, enabling aspiring biology educators to reflect on their teaching methods critically. By delving into the nuances of metacognition, educators can cultivate an environment conducive to refined teaching strategies, adaptive problem-solving, and improved student engagement. The article examines various metacognitive technologies such as interactive online platforms, virtual classrooms, and data analytics, emphasizing their potential to elevate the methodological training of future biology teachers. The insights derived from this exploration shed light on the transformative role that metacognitive technologies can play in shaping the next generation of biology educators, fostering a more enriched and effective teaching-learning experience.
Keywords
Metacognitive technologies, biology teacher training, education technologyHow to Cite
References
Fadzil, M., Tamuri, A. H., & Abdullah, M. R. (2015). The impact of metacognitive awareness of teachers’ performance on students’ performance in secondary schools. Procedia-Social and Behavioral Sciences, 171, 908-914.
Li, L., Yang, X., & Gong, Z. (2019). The application of metacognitive strategies in biology teaching. Journal of Applied Research in Higher Education, 11(1), 145-152.
Estapa, A., Tsurusaki, B. K., & Davis, E. A. (2017). Applying and adapting Rating of Knowledge Complexity (RoKC) to investigate preservice biology teachers' pedagogical content knowledge. International Journal of Science Education, 39(17), 2322-2344.
Sutarov, V. B., & Georgiev, T. G. (2018). The impact of metacognitive strategies on scientific inquiry skills development in biology classes. International Journal of Environmental & Science Education, 13(6), 519-536.
Tsai, C. Y., Chiu, M. H., & Huang, Y. L. (2019). Pre-service biology teachers' reflection on their metacognitive knowledge and experience: An examination of case-based learning. Eurasia Journal of Mathematics, Science, and Technology Education, 15(6), em1710.
License
Copyright (c) 2023 Imomaliyeva Lola Raxataliyevna
This work is licensed under a Creative Commons Attribution 4.0 International License.