ERIC Number: EJ1385577
Record Type: Journal
Publication Date: 2023-Sep
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-2395
EISSN: EISSN-1541-3810
Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers' Metacognitive Awareness
Ford, Deana J.; Luke, Sara E.; Vaughn, S. Michelle; Fulchini-Scruggs, Angelica
Journal of Educational Technology Systems, v52 n1 p73-95 Sep 2023
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.
Descriptors: Computer Simulation, Metacognition, Accuracy, Preservice Teachers, Group Discussion, Scores, Likert Scales, Training
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A