Based on the importance place of metacognition in education, the current study aimed to investigate whether the embedded metacognitive prompts in the manual lead a change in PSTs&rsquo / metacognitive knowledge and metacognitive skills. Throught 2009-2010 Fall semester, the data were collected from pre-service science teachers (PSTs) who enrolled in the Laboratory Applications in Science Education course. The course was offered as a must course in Elementary Science Education programme in one of the biggest universites in Ankara. The method selected for the study was mix method. Both quantitative and qualitative data were collected and analyzed. Quantitative data was collected from 28 PSTs and qualitative data was collected from 7 PSTs who were the members of the researcher&rsquo / s group. In accordance with the purpose of the current study, descriptive statistics and independent samples t-test was conducted for quantitative data. In terms of qualitative part, the study was case study and interviews which were conducted before and after the course were analyzed to observe the change of PSTs&rsquo / metacognition. The result of the study revealed that before the course most of the PSTs did not report metacognitive skills. After the course it was observed that their metacognitive skills were developed. Among metacognitive skills, the most reported skill was monitoring skill after the course. It can be concluded from the study that metacognitive prompts embedded into the manual provided a metacognitively learning environment and a development in PSTs&rsquo / metacognition.

A study was conducted to determine the effects of directed discovery-based teaching methods (hands-on learning) and weekly quizzes on short-term learning and long-term retention of course material in an introductory geosciences laboratory course. Assessment of learning was accomplished using percentages of correct responses to questions on two tests, using percentages from the first semester of the study as a baseline to which data from each subsequent semester were compared to determine the effects of the study variable that was introduced. Student evaluations of value, meaning, and enjoyment of the course were also investigated through the use of an essay question at the end of the second test. The study revealed that directed discovery-based methods were successful for the teaching of some subject material, but not for all, and that the method did not necessarily enhance learning of scientific vocabulary. Weekly quizzes resulted in improved learning in all subject areas. Simultaneous use of traditional and directed-discovery teaching methods as well as weekly quizzes is recommended.

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