Abstract
Knowledge varies fast and accumulates itself to a huge amount in a short time in current society. To be an active learner in such a society, one could take advantage of metacognition to deal with knowledge. Wiki, as a well-known Web 2.0 tool, could foster metacognition in learning and possibly change learner’s epistemological beliefs. Study 1 used wiki as an independent variable and a quasi-experiment design to see how metacognition and epistemological beliefs change after an intervention for 44 students enrolled in a teacher education class. Results of study 1 on two questionnaires, students’ blog entries, and interviews, show that there is no significant difference between using wiki or not. Following the results and discussions of study 1, study 2, given to the same class, assigned a second wiki activity with specific guidance and interviewed 5 students. The results of study 2 show that wiki work could raise some students’ metacognition, but not already-mature epistemological beliefs in them. Discussions and future research suggestions are included in the final section of this thesis work.