Özet:
This study investigated the influence of metacognitive guidance on pre-service science
teachers’ scientific knowledge, science process skills, and views about the nature of
science. The sample included 48 pre-service science teachers taking a first-year chemistry
laboratory course in a public university in Turkey. During the 11-week course, the
students conducted 11 experiments. Four scales were administered to a control group and
an experimental group as pre- and post-tests. Differently from control group,
experimental group discussed the experimental design and completed a reflection form
before and after each experiment. Moreover, experimental group answered questions
about daily life implications. Results indicate that the inclusion of metacognitive guidance
helped the students in the experimental group to improve their process skills and
conceptual understanding
