Yuruk, N., Selvi, M., & Yakisan, M. (2017). Investigation of the nature of
metaconceptual processes of pre-service biology teachers. Eurasian Journal of
Educational Research, 68, 123-152,
DOI: http://dx.doi.org/10.14689/ejer.2017.68.67
Purpose of Study: The aim of this study is to
investigate the nature of pre-service biology
teachers? metaconceptual processes that
were active as they participated in
metaconceptual teaching activities.
Methods: Several instructional activities,
including poster drawing, concept mapping,
group and class discussions, and journal
writing, were carried out to activate the
metaconceptual processes of 32 secondgrade,
pre-service biology teachers in order
to change their alternative conceptions
regarding seed plants. Case study was used
as a research method. Among the 32
participants, five participants who
activated five participants who activated rich and diverse metaconceptual processes and who reflected well and clearly on
their mental processes in their journals were selected for the case study. The journal
entries written by these five students before, during, and after the teaching activities
were used as a data source. Content analysis was used to code the journals of the preservice
teachers according to the types and the content of metaconceptual processes.
Results and Conclusions: The results indicated that students engaged in several
types of metaconceptual activities, which can be classified under metaconceptual
awareness, metaconceptual monitoring, and metaconceptual evaluation.
Metaconceptual processes were activated interdependently in different forms,
ranging from simpler first-order metaconceptual awareness to more sophisticated
metaconceptual evaluations. Recommendations: In designing metaconceptual
teaching activities, teachers should take the interdependent and multifaceted nature
of these processes into consideration.
