Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 4 (Jun., 2018) Bowo SUGIHARTO, Aloysius Duran COREBIMA, Herawati SUSILO and IBROHIM A comparison of types of knowledge of cognition of pre-service biology teachers Contents Next

A comparison of types of knowledge of cognition of pre-service biology teachers

 

Bowo SUGIHARTO¹, Aloysius Duran COREBIMA^2,*, Herawati SUSILO², IBROHIM²

¹Graduate School of Universitas Negeri Malang, INDONESIA Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, INDONESIA

²Biology Department, Faculty of Mathematics and Natural Science, Universitas Negeri Malang, INDONESIA

*Corresponding Author’s Email: durancorebima@gmail.com

Received 8 Nov., 2017
Revised 22 Jun., 2018

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Contents

• Abstract
• Introduction
• Methodology of Research
  • General background to the research
  • Research sample
  • Instrument and procedures
  • Data analysis
• Results of Research
• Discussion
• Conclusions and Recommendation
  • Acknowledgements
• References

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Abstract

This research aims to compare three kinds of knowledge of cognition underlying the reflective aspects of metacognition. The three kinds of cognition considered in this research are declarative knowledge, procedural knowledge and conditional knowledge. This exploratory research survey involved 122 pre-service biology teachers during their third semester of training. The instrument used to gather data was the Metacognitive Awareness Inventory (MAI) of Schraw and Denisson (1994), modified by use of a Likert scale. The data gathered were analyzed using one-way analysis of variance (ANOVA) followed by a least significant difference (LSD) test. The results of this research show that the kind of knowledge of cognition of pre-service biology teachers which was most highly developed in the research sample was conditional knowledge, followed by procedural knowledge and declarative knowledge, between which there was no significant difference. This high level of conditional knowledge as compared with the other two knowledge types could result from this type of knowledge being stimulated to a greater extent than the other two types. Based on the results of this research, it is recommended that, in order to stimulate knowledge of cognition, especially conditional knowledge, lecturers in biology education should provide challenging learning environments containing clear problems and tasks, and simultaneously implement a reward system for students.

Keywords: conditional knowledge, declarative knowledge, knowledge of cognition, procedural knowledge

 

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