The Effect of Reflective Teaching on Metacognitive Awareness of Preservice Teacher in the Social Study Teaching Course

Abstract

This research aimed to: 1) develop the reflective thinking activities to enhance metacognitive awareness among pre-service teachers in the course on the methods of teaching social studies, 2) compare the metacognitive awareness of pre-service teachers before and after participating in the course, and 3) examine the learning achievement after implementing the learning activities. The  target study consisted of  54 Social Studies major students from the Faculty of Humanities and Social Sciences, Thepsatri Rajabhat University, enrolled in the course of Social Studies Teaching Methodology during the second semester of the 2023 academic year. The tools used in the study included 15 learning management plans, a 40-item learning achievement test, a 52-item metacognitive awareness. The statistical methods used were mean and standard deviation.

Research Findings:

1. The development of the learning management plans resulted in 15 plans, each 4 hours long, totaling 60 hours. The appropriateness of these plans was evaluated with scores ranging from 0.80 to 1.00.


2. Comparing levels of metacognitive awareness, it was found that the post-learning average in the knowledge component of metacognition was higher than the pre-learning average, with a difference of +1.10. In the control component of metacognition, the post-learning average was also higher than the pre-learning average, with a difference of +0.62.


3. Comparing learning achievement before and after the learning activities, the post-learning achievement of students (=32.55, = 2.22) was higher than the pre-learning achievement (=21.50, = 2.44), with a difference of +11.05.