Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers’ Metacognitive Awareness
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 teach...
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| Veröffentlicht in: | Journal of educational technology systems 2023-09, Vol.52 (1), p.73-95 |
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| container_title | Journal of educational technology systems |
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| creator | Ford, Deana J. Luke, Sara E. Vaughn, S. Michelle Fulchini-Scruggs, Angelica |
| description | 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. |
| doi_str_mv | 10.1177/00472395231184566 |
| format | Article |
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Michelle ; Fulchini-Scruggs, Angelica</creator><creatorcontrib>Ford, Deana J. ; Luke, Sara E. ; Vaughn, S. Michelle ; Fulchini-Scruggs, Angelica</creatorcontrib><description>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. 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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.</description><subject>Accuracy</subject><subject>Computer Simulation</subject><subject>Group Discussion</subject><subject>Likert Scales</subject><subject>Metacognition</subject><subject>Preservice Teachers</subject><subject>Scores</subject><subject>Training</subject><issn>0047-2395</issn><issn>1541-3810</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp9kEFOwzAQRS0EEqVwABZIvkDKTBwnLruqQAEVgUSBZeS4k9ZVmlR2UsSOa3A9TkKiIjZIrGbx3__68xk7RRggJsk5QJSEYihDgagiGcd7rIcywkAohH3W6_SgAw7ZkfcrgBBiFD22eLGubnTBn-y6KXRtq9LzuuKPTpvaGuKvy6ogPnFVs-GX1pvG-465aAny5LYdMyNtluT818cnv6dam2pR2tpuiY_etKOSvD9mB7kuPJ383D57vr6ajW-C6cPkdjyaBgZBxEHbOJRtt0jBUFIM8yRSpISCONOAmZxDBtpEhkjLzBiQeaQSUCHhXEGYo-gz3OUaV3nvKE83zq61e08R0m6p9M9Sreds5yFnzS9_dYdCSZkkrT7Y6V4vKF1VjSvbF_4J_AaBhnOm</recordid><startdate>202309</startdate><enddate>202309</enddate><creator>Ford, Deana J.</creator><creator>Luke, Sara E.</creator><creator>Vaughn, S. 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| subjects | Accuracy Computer Simulation Group Discussion Likert Scales Metacognition Preservice Teachers Scores Training |
| title | Virtual Simulations to Practice Whole Group Discussions: Preservice Teachers’ Metacognitive Awareness |
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