Project-Based Learning Model to Promote Preservice Science Teachers’ Metacognitive Skills
Abstract
The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle’s metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher’s metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model’s appropriateness rating was calculated as 4.56, which showed that it was very suited.
Full Text:
PDFDOI: https://doi.org/10.5296/jei.v8i2.20282
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Wisarut Payoungkiattikun, Angkhan Intanin, Tawan Thongsuk, Chulida Hemtasin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Educational Issues ISSN 2377-2263
E-mail: jei@macrothink.org
Copyright © Macrothink Institute
To make sure that you can receive messages from us, please add the 'macrothink.org' domains to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', please check your 'spam' or 'junk' folder.