Project-Based Learning as a Catalyst for Fostering Metacognitive Skills in Preservice Science Teachers
Wisarut Payoungkiattikun
,
Chulida Hemtasin
,
Angkhan Intanin
,
Tawan Thongsuk
This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northea.
- Pub. date: April 15, 2025
- Online Pub. date: March 06, 2025
- Pages: 453-470
- 37 Downloads
- 157 Views
- 0 Citations
This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.
Keywords: Metacognition, metacognitive skills, preservice science teachers, project-based learning.
References
Adadan, E., & Oner, D. (2018). Examining preservice teachers’ reflective thinking skills in the context of web-based portfolios: The role of metacognitive awareness. Australian Journal of Teacher Education, 43(11), 26-50. https://doi.org/10.14221/AJTE.2018V43N11.2
Aljafari, R. (2019). Self-Directed Learning Strategies in adult educational Contexts. In F. G. Giuseffi (ED.), Advances in higher education and professional development book series (pp. 124-137). Information Science Reference. https://doi.org/10.4018/978-1-5225-8018-8.ch007
Alrajeh, T. S. (2021). Project-based learning to enhance pre-service teachers’ teaching skills in science education. Universal Journal of Educational Research, 9(2), 271-279. https://doi.org/10.13189/ujer.2021.090202
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
Antonio, R., & Prudente, M. (2022). Effectiveness of metacognitive instruction on students’ science learning achievement: A meta-analysis. International Journal on Studies in Education, 4(1), 43-54. https://doi.org/10.46328/ijonse.50
Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487-500. https://doi.org/10.33225/jbse/15.14.487
Bruckermann, T., Aschermann, E., Bresges, A., & Schlüter, K. (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. International Journal of Science Education, 39(6), 701–722. https://doi.org/10.1080/09500693.2017.1301691
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93-97. https://doi.org/10.1016/j.geosus.2020.05.001
Denis Celiker, H. (2015). Development of metacognitive skills: Designing problem-based experiment with prospective science teachers in biology laboratory. Educational Research Review, 10(11), 1487-1495. https://doi.org/10.5897/ERR2015.2283
Durukan, N., Kızkapan, O., & Bektaş, O. (2022). Metacognition enhancing strategies in science classrooms: Science teachers’ practices. Inquiry in Education, 14(1), Article 5.
Fajar, D. M., Ramli, M., Ariyanto, J., Widoretno, S., Sajidan, S., & Prasetyanti, N. M. (2020). Enhancing students’ thinking skills through project-based learning in biology. Biosfer: Jurnal Pendidikan Biologi, 13(2), 230-249. https://doi.org/10.21009/biosferjpb.v13n2.230-249
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-236). Routledge. https://doi.org/10.4324/9781032646527-16
Garcia, L. C. (2015). Environmental science issues for higher-order thinking skills (HOTS) development: A case study in the Philippines. In E. G. S. Daniel (Ed.), Biology education and research in a changing planet: Selected papers from the 25th Biennial Asian Association for Biology Education Conference (pp. 45-54). Springer. https://doi.org/10.1007/978-981-287-524-2_5
Gourgey, A. F. (2001). Metacognition in basic skills instruction. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research, and practice (pp. 17-32). Springer. https://doi.org/10.1007/978-94-017-2243-8_2
Harpe, S. E. (2015). How to analyze Likert and other rating scale data. Currents in Pharmacy Teaching and Learning, 7(6), 836-850. https://doi.org/10.1016/j.cptl.2015.08.001
Karatas, K., & Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills in Predicting the Readiness for Online Learning. Contemporary Educational Technology, 13(3), Article ep300. https://doi.org/10.30935/cedtech/10786
Klinhom, N., & Wuttphan, N. (2023). The Role of project-based learning in promoting preservice teachers’ communicative capabilities. Journal of Education and Learning, 12(1), 52-62. https://doi.org/10.5539/jel.v12n1p52
Kozulin, A. (2021). Why teachers need metacognition training? Cultural-Historical Psychology, 17(2), 59-64. https://doi.org/10.17759/chp.2021170206
Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020, Article 3816132. https://doi.org/10.1155/2020/3816132
Lukitasari, M., Hasan, R., & Sukri, A. (2020). The effect of e-portfolio on biological concepts understanding and responses of students with different academic achievement levels. International Journal of Instruction, 13(1), 685-694. https://doi.org/10.29333/iji.2020.13144a
Maryani, I., Putri, D. R., Urbayatun, S., Suyatno, & Bhakti, C. P. (2020). Metacognition and Integrated-Project Based Learning (I-PJBL) in elementary schools. Universal Journal of Educational Research, 8(3), 1046-1054. https://doi.org/10.13189/ujer.2020.080339
Mendoza, J. A., & Elepaño, C. J. T. (2023). Metacognitive awareness levels of pre-service teachers. World Journal of Advanced Research and Reviews, 17(3), 365-375. https://doi.org/10.30574/wjarr.2023.17.3.0393
Merkebu, J., Veen, M., Hosseini, S., & Varpio, L. (2024). The case for metacognitive reflection: A theory integrative review with implications for medical education. Advances in Health Sciences Education, 29, 1481-1500. https://doi.org/10.1007/s10459-023-10310-2
Michalsky, T. (2012). Shaping self-regulation in science teachers' professional growth: Inquiry skills. Science Education, 96(6), 1106-1133. https://doi.org/10.1002/SCE.21029
Nasri, N. M., Halim, L., & Abd Talib, M. A. (2020). Self-directed learning curriculum: Students’ perspectives of university learning experiences. Malaysian Journal of Learning and Instruction, 17(2), 227-251. https://doi.org/10.32890/MJLI2020.17.2.8
Nayak, M. K., & Belle, V. (2020). Various methods of self-directed learning in medical education. MediSys Journal of Medical Sciences, 1(1), 15-22.
Office of the Teacher Civil Service and Educational Personnel Commission. (2021, May 20). คู่มือการดำเนินการตามหลักเกณฑ์และวิธีการประเมินตำแหน่งและวิทยฐานะข้าราชการครูและบุคลากรทางการศึกษา [Handbook on criteria and evaluation methods for positions and academic ranks of teachers and educational personnel]. https://bit.ly/4h4cK38
Payoungkiattikun, W., Intanin, A., Thongsuk, T., & Hemtasin, C. (2022). Project-based learning model to promote preservice science teachers’ metacognitive skills. Journal of Educational Issues, 8(2), 576-588. https://doi.org/10.5296/jei.v8i2.20282
Prado, M. R., & Panoy, J. F. D. (2022). Project-based learning strategies in science and the metacognitive skills among grade 5 pupils. Asia Pacific Journal of Advanced Education and Technology, (Special Issue), 304-314. https://doi.org/10.54476/apjaet/54260
Pratiwi, M. E. (2018). Effects of project-based learning strategy on student metacognitive skill to learning biology. Pancaran Pendidikan FKIP, 7(2), 165-177.
Ramdhayani, H. G., Purwoko, A. A., & Muntari, M. (2019). Meta analysis: The effect of applying project-based learning models to students’ science process skills. Journal of Physics Conference Series, 1321(3), Article 032089. https://doi.org/10.1088/1742-6596/1321/3/032089
Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning, 13(1), 104-110. https://doi.org/10.11591/edulearn.v13i1.11189
Sanium, S., & Buaraphan, K. (2022). Developing a coding scheme for exploring preservice science teachers’ metacognition in a method course. Sustainability, 14, Article 5644. https://doi.org/10.3390/su14095644
Saputri, W., Corebima, A. D., Susilo, H., & Suwono, H. (2020). QASEE: A potential learning model to improve the critical thinking skills of pre-service teachers with different academic abilities. European Journal of Educational Research, 9(2), 853-864. https://doi.org/10.12973/eu-jer.9.2.853
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. https://doi.org/10.1007/s11165-005-3917-8
Supeno, Astutik, S., Bektiarso, S., Lesmono, A. D., & Nuraini, L. (2019). What can students show about higher order thinking skills in physics learning? IOP Conference Series: Earth and Environmental Science, 243, Article 012127. https://doi.org/10.1088/1755-1315/243/1/012127
Tok, E. (2022). Pre-service preschool teachers’ metacognitive awareness and creative thinking domains. Shanlax International Journal of Education, 10(3), 71-78. https://doi.org/10.34293/education.v10i3.4675
United Nations General Assembly. (2015). Transforming our world: The 2030 agenda for sustainable development. http://bit.ly/4itz4oE
Yani, A., Adriani, A., Arafah, M., Upe, A., & Suryani, S. D. (2023). The effectiveness of the questioning, answering, sharing, extending, and evaluating learning model on improving students critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(4), 2201–2206. https://doi.org/10.29303/jppipa.v9i4.1952
Yurttaş Kumlu, G., & Şahin, F. (2022). Metacognitive activities performed by pre-service science teachers in scientific reasoning skills teaching with the POE technique. Science Insights Education Frontiers, 13(1), 1789-1817. https://doi.org/10.15354/sief.22.or066
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261