Teaching Metacognition to Preservice Teachers: Learning Through the Item Review Process

• In Event: Self-Knowledge, Metacognition, and Motivation in Preservice Teacher Education

Abstract

Research on metacognition indicates that being aware of the metacognitive strategies that learners employ while undertaking a task is of great importance. The purpose of this study was to investigate: a) what are students´ attitudes and practices regarding changing answers on multiple choice tests, and b) what is the role of metacognition in the erasure process. The findings of this study reject the unfounded view that students should stick to their first response when responding to multiple choice tests since metacognitive processes allow students to perform better on such tests. This study also revealed that empirical studies conducted at the university level can also be used to contextualize learning of important concepts such as metacognition studied within a course.

Authors

• Agni Stylianou-Georgiou, University of Nicosia

• Elena C. Papanastasiou, University of Nicosia