The Influence of Metacognitive Training on Preservice Elementary Teachers’ Conceptions of Nature of Science

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Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, methodology): “, Abd-El-Khalick and Akerson 2004), argumentation (McDonald 2010), and meta-cognitive strategies (Abd-El-Khalick and Akerson 2009; Peters and Kitsantas 2010).”
Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' nature of science pedagogical content knowledge (2014, background): “…Blair, Crawford, & Lederman, 2003) and HPSS (e.g. Abd-El-Khalick, 2005; Irwin, 2000; Lin & Chen, 2002), metacognitive learning strategies (e.g. Abd-El-Khalick & Akerson, 2009; Peters & Kitsantas, 2010), and deploying a holistic NOS intervention from within a learning-asconceptual-change…”
A review of research on metacognition in science education: current and future directions (2013, methodology): “…scaffolds (Azevedo, 2005; Fund, 2007; Graesser et al., 2005; Morgan & Brooks, 2012; Zhang, Chen, Sun, & Reid, 2004), as well as use of web-based portfolios (Avraamidou & Zembal-Saul, 2003) and concept mapping software (Abd-El-Khalick & Akerson, 2009) for developing learners’ metacognition.”
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, background): “Abd-El-Khalick and Akerson (2009) investigated the influence of training in metacognitive strategies on the development of prospective elementary teachers’ views of NOS.”