A Development of BTU Learning Paradigm to Enhance Metacognition of Graduate Students in the Teaching Profession

Main Article Content

สุเทพ อ่วมเจริญ (Sutep Uamcharoen)
จันทรัตน์ ภคมาศ (Chantarat Pakamash)
ปรัชญา ธงพานิช (Pratya Thongpanit)

Abstract

          The purposes of this research were 1) to develop learning paradigm call BTU Model that promotes Meta-Cognition among Graduate education students; 2) to compare the students’ knowledgef Research for Curriculum and Instruction Development before and after instruction using BTU Model that promotes Meta-Cognition; 3) to investigate students’ opinions of the BTU Model instruction. SimpleRandom sampling was used to select a sample of 26 students. master of education majoring in curriculum and instruction at the Faculty of Education, University of Bangkokthonburi, in the 2018 academic year. Research instruments were tests and a questionnaire. The obtained data were analyzed using mean, standard deviation, percentage, and t-test, the research came to the following conclusions:


  1. The developed of BTU model consists of three key elements: B - Begin with the end2) T - Teaching to learn, Learning to Teach 3) U - Understanding became even deeping)

  2. The students’ scores based on their knowledge of Research for Curriculum and Instruction Development before and after instruction show a statistically significant difference at the .01 level.

3.The students’ opinions of the BTU Model were at the “strongly agree” level.

Downloads

Download data is not yet available.

Article Details

Section
บทความวิจัย

References

Anderson, L. W. and Krathwohl, D. R., et al e(Eds..). (2001).A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group.
Best, J. W. (1977). Research in Education. 3rd ed. Englewood Cliffs, New Jersey : Prentice Hall, Inc
Campbell, D T and Stanley, J. C.(1963).Experimental and Quasi-Experimental Designs for Research Boston : Houghton Mifflin Company.
Christopher Klopper and Steve drew.(2015).Teaching for Learning and Learning for Teaching : Peer Review of Teaching in Higher Education Sense PublishersNetherlands.
Edward L. Pizzini, Daniel P. Shepardson&Sandra K. Abell•.(1989).“A rationale for and the development of a problem solving model of instruction in science education”.Science Education 73 (5):523-534.
Joyce, B and Weil, M. (2009).Model of Teaching London : Allyn and Bacon.
Marzano, R. J. (2000). Designing a New Taxonomy of Educational Objectives. ThousandOaks, CA : Corwin Press.
______. (2007).The Arts and Science of Teaching : A Comprehensive Framework forEffective Instruction. Alexandria. VA : Association for Supervision and CurriculumDevelopment.
Papatsaranon, N.(2018).“The Development 0f DRU Model to enhancingMeta cognition for
Teaching Professional StudentsResearch”.Dhonburi Rajabhat University Journal12 (1):
92 –109.(in Thai)
Stephen R. Covey .(1989).The 7 Habits of Highly Effective PeopleNew York : Simon &
Schuster.
Uamcharoen, S; Lowriendee, W and Mongkol, P. (2016)."The Development of Constructivist Learning Model for the Student Teachers".Silpakorn Educational Research Journal8(1) :28-46. (in Thai)