Abstracts - Earli

over multiple curriculum reforms in mathematics, the PD they had encountered in relation to thereforms and their views of how reforms should be introduced in the future. The survey indicatedthat teachers held very strong views about the reforms they had experienced, the manner in whichthe reforms had been imposed by educational authorities and the marked lack of PD whichaccompanied them. Teachers unanimously expressed the view that timely, effective PD which iswell resourced, supported by their employer and situated within the classroom context is integralto the success of reform initiatives. The challenges posed by the PD needs teachers identified mustbe addressed by educational communities if curriculum reforms in mathematics are to beimplemented more effectively in the future.M 1931 August 2007 14:35 - 15:55Room: 0.83 EötvösPaper SessionBeliefs, self-regulation and instructional designChair:Alexander E. M. G. Minnaert, Rijksuniversiteit Groningen, NetherlandsPreparing pre-service teachers on-line for self-regulated learningBracha Kramarski, Bar-Ilan University, School of Education, IsraelTova Michalsky, Bar-Ilan University, School of Education, IsraelThis study focuses on pre-service teachers’ engagement in metacognitive activities whilepreparing a teaching unit in the course Methods and Practice in teaching. The study compares theeffects of the metacognitive engagement on pedagogical knowledge and self-regulatory behaviorunder two conditions: On-line metacognitive engagement (OME), and face-to-face metacognitiveengagement (FME). Both groups were exposed to the same metacognitive activities based onusing self-questions that serve as cues for setting goals, planning, monitoring, and evaluation (e.g.,Kramarski & Mevarech, 2003). However, the groups differ in the way of engagement in learning.The OME group was encouraged to search on-line for the course demands, and resources forsolving their tasks, and the FME group was taught face-to-face by the teacher. Participants (n=95)were asked to perform a pre/post SRL questionnaire, to plan a lesson, and to reflect by writing onthe process of their planning and using meta-cognitive questioning. Results indicated that at theend of the study the OME group outperformed the FME group on various components of SRLbehaviors: Cognition, metacognition, and motivation. They also reflected more easily on theirregulation of cognition by focusing on planning, monitoring, debugging and evaluation processes.In addition, they exhibited more pedagogical knowledge based on designing a lesson unit bysetting learning goals, and planning activities. The practical and theoretical implications ofpreparing pre-service teachers online will be discussed at the conference.Game based learning and metacognition: working with quantitative metacognitive feed-backbased on subjective probability without loosing the game playJean-Loup Castaigne, University of Liege, IFRES, LabSET, BelgiumWith the success of computer and video games, educators develop interest in using themotivational aspect of games for educational purposes. Mixing educational objectives without– 721 –