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Educational Studies Volume 45, 2019 - Issue 5
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Articles

The effect of problem-based learning on the metacognitive awareness of pre-service science teachers

Meltem KuvacDepartment of Science Education, Hasan Ali Yucel College of Education, Istanbul University-Cerrahpasa, Istanbul, TurkeyView further author information
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Isil KocDepartment of Science Education, Hasan Ali Yucel College of Education, Istanbul University-Cerrahpasa, Istanbul, TurkeyCorrespondence[email protected]
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Pages 646-666 | Received 01 Sep 2016, Accepted 03 Jun 2018, Published online: 23 Aug 2018

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Cahit Erdem. (2022) A comparative meta-analysis of the effects of problem-based learning model on K-12 students’ cognitive outputs. Educational Studies 0:0, pages 1-22.
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Adewale Magaji, Michael Adjani & Samuel Coombes. (2024) A Systematic Review of Preservice Science Teachers’ Experience of Problem-Based Learning and Implementing It in the Classroom. Education Sciences 14:3, pages 301.
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Anat Abramovich & Shirley Miedijensky. (2023) Evaluating environmental behaviour and commitment of pre-service primary science teachers. Australian Journal of Environmental Education 39:4, pages 492-506.
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Rotem Maor, Nurit Paz-Baruch, Niv Grinshpan, Alex Milman, Zemira Mevarech, Rotem Levi, Sarit Shlomo & Michal Zion. (2023) Relationships between metacognition, creativity, and critical thinking in self-reported teaching performances in project-based learning settings. Thinking Skills and Creativity 50, pages 101425.
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Mingzhe Wang, Lawrence Jun Zhang & Richard Hamilton. (2023) Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language. Frontiers in Psychology 14.
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Bee Leng Chua, Oon-Seng Tan & Woon Chia Liu. 2023. Pedagogy and Psychology in Digital Education. Pedagogy and Psychology in Digital Education 91 106 .
Antonio Martín-Ezpeleta, Patricio Martínez-Urbano & Yolanda Echegoyen-Sanz. (2022) Let’s read green! A comparison between approaches in different disciplines to enhance preservice teachers’ environmental attitudes. Environmental Education Research 28:6, pages 886-906.
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Josiane Mukagihana, Florien Nsanganwimana & Catherine M. Aurah. (2021) Effect of instructional methods on pre-service science teachers learning outcomes: a meta-analysis. Education and Information Technologies 27:2, pages 2137-2163.
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Lina Fauzi’ah & Ismatul Khaliyah. The implementation of Problem Based Learning (PBL) with rich context insight to the metacognitive ability of students in SMA N 2 Sleman. The implementation of Problem Based Learning (PBL) with rich context insight to the metacognitive ability of students in SMA N 2 Sleman.
Nurhayati, Wahyudi & L Angraeni. (2021) The influence of problem based learning model and critical thinking ability on higher order thinking skills (HOTs) of physics prospective teachers students. Journal of Physics: Conference Series 2104:1, pages 012007.
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Risma Wildaria Silitonga, Ucu Cahyana, Agung Purwanto & Yuli Rahmawati. The effectiveness and learning outcomes of mobile learning integrated with ethnopedagogy on metacognitive ability of students in North Tapanuli. The effectiveness and learning outcomes of mobile learning integrated with ethnopedagogy on metacognitive ability of students in North Tapanuli.
A A Ramadhan & C Pratana. (2020) Students’ metacognition skill: How the implementation in chemistry learning?. Journal of Physics: Conference Series 1440:1, pages 012013.
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