Identifying and Validating the Components of Teaching Metacognitive Skills based on Quantum Thinking to Student Teachers

Subject Areas : Educational Science

Azam Karimi ¹ , gholtash Qholtash ² , Aliasghar Mashinchi ³

1 - Phd student of Curriculum Planning, Lamard Branch, Islamic Azad University, Lamard, Iran.
2 - Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
3 - Assistant Professor, Department of Education, Lamerd Branch, Islamic Azad University, Lamerd, Iran

Received: 2023-06-13 Accepted : 2023-09-17 Published : 2023-09-21

Keywords: accreditation, student teachers, metacognitive skills training components, quantum thinking,

Abstract :

This research was conducted with the aim of identifying and validating the components of teaching metacognitive skills based on quantum thinking to student teachers. The present research method is mixed (exploratory qualitative and survey quantitative). In the qualitative part, the researcher identified the effective components by comparative content analysis method ((review of related research in the last 15 years) and then validated them in the quantitative part. The research area of the qualitative section includes all the papers listed in reliable scientific databases such as Emerald Insight, Science Direct, Wiley Online publications ,…) which used the purposeful sampling method. The statistical population in the quantitative section included students (student teachers) of Farhangian University of Shiraz who were selected by available sampling method. The tool for collecting information in the qualitative part was to take a sample of relevant relevant articles and in the quantitative part to use a questionnaire tool. To analyze the data, systematic content analysis was used in the qualitative part and confirmatory factor analysis was used in the quantitative part with the help of SMART PLS software. The findings showed that 33 components are effective, and these components were classified into 8 dimensions. These dimensions included the use of information technology, interaction with scientific centers, evaluation methods, macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, psychological foundations, and characteristics of adopters.