Designing a metacognitive approach to the professional development of experienced science teachers

Abstract

In this chapter we present a metacognitve approach to the professional development of science teachers. We designed two courses based on the Design Principles Database (DPD). Our aims were: to characterize the design principles of both courses, to expose expressions of metacognition among the teachers and examine the changes they designed and applied in their teaching units and teaching processes, and to characterize the resources which effected the development of the teachers’ metacognitive knowledge. The participants were 21 teachers, 17 children, a laboratory assistant, and the two researchers. The data included: both courses’ design and activities, the researchers’ reflections, interviews, the teachers’ teaching units, and observations of the children’s physics lessons. The data was analyzed using qualitative methods. Our findings show that the courses we designed engaged teachers in constructing their own knowledge as well as collaborating as a group of learners. We identified six key resources which influenced the metacognitive development of the teachers: the courses in this study; other courses; the researchers’ insight; the teachers’ teaching experience; peer suggestions and children’s reflections. The present study strongly encourages teachers to develop and design activities, as well as testing them in a supportive environment which can help them understand their own beliefs as well as promote their metacognitive knowledge.