Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers’ Metacognitive Awareness

Deana J. Ford, S. Luke, S. M. Vaughn, Angelica Fulchini-Scruggs
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Abstract

The purpose of this study was to investigate the impact explicit teaching of metacognition had on preservice teachers’ metacognitive awareness and accuracy of whole group discussions using virtual simulations. One class of preservice teachers was randomly assigned to the explicit metacognitive teaching group, while the other class was assigned to the information-only group. A total of 40 nontraditional preservice teachers participated in the research study. A pre-, mid-, and post-assessment quasi-experimental design was employed. The independent variables were the two training groups (explicit metacognitive teaching group and information-only group). The dependent variables were preservice teachers’ self-reported metacognitive awareness, the researchers’ metacognitive awareness rubric scores, and metacognitive accuracy. The results revealed that engaging in the virtual simulation experiences improved preservice teachers’ metacognitive awareness of leading a whole group discussion and that preservice teachers were overconfident in assessing their metacognitive awareness.
虚拟模拟练习小组讨论:职前教师的元认知意识
本研究旨在探讨元认知外显教学对职前教师虚拟模拟小组讨论元认知意识及准确性的影响。一个班的职前教师被随机分配到外显元认知教学组,另一个班被分配到仅信息教学组。共有40名非传统职前教师参与了本研究。采用评估前、中、后准实验设计。自变量为两个训练组(外显元认知教学组和信息教学组)。因变量为职前教师自我报告的元认知意识、研究者的元认知意识题得分和元认知准确性。结果表明,参与虚拟模拟体验提高了职前教师领导整个小组讨论的元认知意识,并且职前教师在评估其元认知意识时过于自信。
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