BİLMEYİ BİLME: ÜSTBİLİŞ

Year 2021, Issue: 42, 471 - 495, 30.06.2021

Jale Kalemkuş

https://doi.org/10.33418/ataunikkefd.795640

Cited By: 5

Abstract

Eğitim ve öğretimdeki yeni yaklaşımlar öğrencilerin aktif olma durumlarını ön plana çıkararak, kendi öğrenmeleri üzerinde etkin olmalarını gerekli kılmaktadır. Günümüz 21. yüzyıl becerileri de bu gerekliliği zorunlu hale getirmektedir. Zira bu yüzyılda bireylerin eleştirel düşünen, problem çözen, iletişim becerisine ve işbirliğine açık, sorumluluk ve liderlik gibi becerileri edinmiş olması beklenmektedir. Bu beklenti kendi öğrenmesini planlayan, izleyen ve değerlendiren kısacası kendi öğrenmesinden sorumlu olan bağımsız bireylerin yetiştirilmesini önemli hale getirmektedir. Bu noktada üstbiliş kavramının önemi ön plana çıkmaktadır. Eğitim artık öğrencilerin yalnızca bilişsel gelişimlerini değil bilişten öte bir gelişimi de desteklemeli ve geliştirmelidir. Derleme türündeki bu çalışmada, literatürdeki kaynaklara dayanarak üstbiliş ile ilgili açıklamalar yapılmış, üstbilişin eğitimdeki önemi vurgulanmış ve üstbilişi geliştirmek için öğretmenlere yapılan öneriler ve kullanılabilecek üstbiliş öğretim stratejileri sunulmuştur. Böylece gerek öğretmenlerin gerekse eğitim alanındaki araştırmacıların dikkatini üstbiliş kavramına çekmek ve bu sayede öğretmenlerde ve araştırmacılarda üstbilişe yönelik farkındalık oluşturulması amaçlanmıştır. İlgili araştırmalar da incelenerek bazı önerilerde bulunulmuştur.

Keywords

Üstbiliş, Üstbiliş Stratejileri, Üstbilişsel Gelişim

References

• Avargil, S., Lavi, R. & Dori, Y. J. (2018). Students’ metacognition and metacognitive strategies in science education. In Y. J. Dori, Z. Mevarech, ve D. Baker (Eds.), Innovations in science education and technology (pp. 33-64). Springer.
• Baker, L. & Brown, A. L. (1980). Metacognitive skills and reading. In P. D. Pearson (Eds.), Handbook of Reading Research (pp.1-74). Longman.
• Blakey, E., & Spence, S. (1990). Developing metacognition. Clearinghouse on Information Resources (ERIC Document Reproduction Service No. ED 327 218).
• Branigan, H. E., & Donaldson, D. I. (2020). Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity, 38, 1-14. https://doi.org/10.1016/j.tsc.2020.100718
• Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp.453-481).Routledge.
• Callan, G. L., Marchant, G. J., Finch, W. H. & German, R. L. (2016). Metacognition, strategies, achievement, and demographics: Relationships across countries. Educational Sciences: Theory & Practice, 16, 1485–1502. https://doi.org/10.12738/estp.2016.5.0137
• Carrell, P. L., Gajdusek, L. & Wise, T. (2001). Metacognition and EFL/ESL reading. In H. J. Harfman (Eds.), Metacognition in learning and instruction (pp. 229-243). Springer.
• Clements, D. H. & Nastasi, B. K. (1999). Metacognition, learning, and educational computer environments. Information Technology in Childhood Education, 3-36.
• Colognesi, S., Piret, C., Demorsy, S., & Barbier, E. (2020). Teaching writing-with or without metacognition?: An exploratory study of 11-to 12-year-old students writing a book review. International Electronic Journal of Elementary Education, 12(5), 459-470.
• Costa, L.A. (1984). Mediating the metacognitive. Educational Leadershıp, 42(3),57-62.
• Çavuş, E. (2015). Fen ve teknoloji dersinde fen günlüğü kullanımının ilköğretim öğrencilerinin bilişüstü farkındalık ve akademik başarılarına etkisi (Yüksek lisans tezi). Adıyaman, Adıyaman Üniversitesi.
• De Jager, B., Jansen, M. & Reezigt, G. (2005). The development of metacognition in primary school learning environments. School Effectiveness and School Improvement, 16 (2), 179-196. https://doi.org/10.1080/09243450500114181
• Eker, C. (2014). The Effect of Teaching Practice Conducted by Using Metacognition Strategies on Students' Reading Comprehension Skills. International Online Journal of Educational Sciences, 6(2), 269-280. http://dx.doi.org/10.15345/iojes.2014.02.002
• Ersoy, R. (2013). Biyoloji Eğitiminde Proje Tabanlı Öğrenme Yaklaşımının Ortaöğretim Öğrencilerinin Üstbilişsel Farkındalıklarına ve Eleştirel Düşünme Eğilimlerine Etkisi (Doktora tezi). Ankara, Gazi Üniversitesi.
• Fisher, R.(1998) Thinking about thinking: Developing metacognition in children. Early Child Development and Care, 141(1), 1-15.
• Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. Resnick (Ed.), The Nature of Intelligence (pp.231-236). Erlbaum.
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist, 34(10), 906.
• Flavell, J. H. (1981). Monitoring social cognitive enterprises: Something else that may develop in the area of social cognition. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 272-287). Cambridge University Press.
• Fouché, J. & Lamport, M. A. (2011). Do metacognitive strategies improve student achievement in secondary science classrooms?. Christian Perspectives in Education, 4(2), 1-25.
• Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of educational research, 60(4), 517-529.
• Gourgey, A. F. (2001). Metacognition in basic skills instruction. In H. J. Hartman (Eds.), Metacognition in learning and instruction (pp. 17-32). Springer.
• Hacker, D. J. & Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching and Learning, 95, 73-79.
• Hallam, S. (2001). The development of metacognition in musicians: Implications for education. British Journal of Music Education, 18(1), 27-39.
• Hanten, G., Dennis, M., Zhang, L. , Barnes, M., Roberson, G., Archibald, J., Song ,J. & Levin, H. S. (2004). Childhood head injury and metacognitive processes in language and memory. Developmental Neuropsychology, 25(1-2), 85-106. https://doi.org/10.1080/87565641.2004.9651923
• Hartman, H. & Sternberg, R. J. (1993). A broad BACEIS for improving thinking. Instructional Science, (21)5, 401-425
• Hartman, H. J. (2002). Developing students’ metacognitive knowledge and skills. In H. J. Hartman (Eds.), Metacognition in learning and instruction (pp. 33-68). Springer.
• Jacobs, J. E. & Paris, S. G. ( 1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
• Jayapraba, G. & Kanmani, M. (2013). Metacognitive awareness in science classroom of higher secondary students. International Journal on New Trends in Education and Their Implications, 4(3), 49-56.
• Jimenez-Aleixandre, M. P. (2007). Designing argumentation learning enviroments. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in Science Education: Perstectives from Classroom-Based Research (pp. 3-27). Springer.
• Kalemkuş, J. (2018). Deneylerle fen öğretimi ve argümantasyona dayalı fen öğretiminin bazı değişkenler üzerindeki etkilerinin incelenmesi (Doktora tezi). Konya, Necmettin Erbakan Üniversitesi.
• Kapa, E. (2001). A metacognitive support during the process of problem solving in a computerized environment. Educational Studies in Mathematics, 47, 317-336.
• Kaplan, A., & Duran, M. (2016). Ortaokul öğrencilerine yönelik matematiksel üstbiliş farkındalık ölçeği: geçerlik ve güvenirlik çalışması. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (32), 1-17.
• Kaplan, A., Duran, M., & Baş, G. (2016). Ortaokul öğrencilerinin matematiksel üstbiliş farkındalıkları ile problem çözme beceri algıları arasındaki ilişkinin yapısal eşitlik modeliyle incelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 1-16. https://doi.org/10.17679/iuefd.17119785
• Kıvrak, S. & Girmen, P. (2020). Üstbiliş stratejilerine dayalı dinleme etkinliklerinin ilkokul dördüncü sınıf öğrencilerinin dinlediğini anlama becerilerine etkisi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 4(4), 325-343. https://doi.org/10.34056/aujef.803999
• Koç Akran, S. (2018). 6. Sınıf fen ve teknoloji dersinde basamaklı öğretim programı uygulamasının öğrencilerin biliş ötesi farkındalıklarına etkisi. Anadolu Eğitim Liderliği ve Öğretim Dergisi, 6(1), 1-25.
• Kramarski, B., Mevarech, Z. R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49(2), 225-250.
• Ku, K. Y. and Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5(3), 251-267. https://doi.org/10.1007/s11409-010-9060-6
• Kummin, S. A. & Rahman, S. (2010). The relationship between the use of metacognitive strategies and achievement in English. Procedia-Social and Behavioral Sciences, 7, 145-150. https://doi.org/10.1016/j.sbspro.2010.10.021
• Livingston, J. A. (1997). Metacognition: An Overview. Retrieved 31.01.2018 from http://gseweb.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
• Lv, F. & Chen, H. (2010). A study of metacognitive-strategies-based writing ınstruction for vocational college students. English Language Teaching, 3(3), 136-144.
• Maftoon, P. & Alamdari, E. F. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632
• Mahdavi, M. (2014). An overview: Metacognition in education. International Journal of Multidisciplinary and current research, 2(6), 529-535.
• Molin, F., Haelermans, C., Cabus, S., & Groot, W. (2020). The effect of feedback on metacognition-A randomized experiment using polling technology. Computers & Education, 152, 1-21. https://doi.org/10.1016/j.compedu.2020.103885
• Mutambuki, J. M., Mwavita, M., Muteti, C. Z., Jacob, B. I., & Mohanty, S. (2020). Metacognition and active learning combination reveals better performance on cognitively demanding general chemistry concepts than active learning alone. Journal of Chemical Education, 97(7), 1832-1840. https://doi.org/10.1021/acs.jchemed.0c00254
• Nietfeld, J. L., Cao, L. & Osborne, J. W. (2005). Metacognitive motitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74 (1), 7-28.
• Onu, V. C., Eskay, M., Igbo, J. N., Obiyo, N. & Agbo, O. (2012). Effect of training in math metacognitive strategy on fractional achievement of Nigerian schoolchildren. US-China Education Review, 316-325
• Özsoy, G. (2006). Problem Çözme ve Üstbiliş [Konferans sunumu]. Gazi Üniversitesi Ulusal Sınıf Öğretmenliği Kongresi, Ankara, Türkiye.
• Özsoy, G. (2008). Üstbiliş. Türk Eğitim Bilimleri Dergisi, 6 (4), 713-740.
• Öztürk, S., & Serin, M. K. (2020). Sınıf öğretmeni adaylarının üstbilişsel farkındalıkları ile matematik öğretmeye yönelik kaygılarının incelenmesi. Kastamonu Education Journal, 28(2), 1013-1025. https://doi.org/10.24106/kefdergi.705074
• Papaleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184
• Paris, S. G., & Winograd, P. (1990a). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). The North Central Regional Educational Laboratory.
• Paris, S. G., & Winograd, P. (1990b). Promoting metacognition and motivation of exceptional children. Remedial and special Education, 11(6), 7-15.
• Perry, J., Lundie, D., & Golder, G. (2019). Metacognition in schools: What does the literature suggest about the effectiveness of teaching metacognition in schools?. Educational Review, 71(4), 483-500. https://doi.org/10.1080/00131911.2018.1441127
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching and assessing. Theory Into Practice, 41 (4), 219-225. https://doi.org/10.1207/s15430421tip4104_3
• Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning English as a foreign language: an overview. Procedia-Social and Behavioral Sciences, 31, 73-81. https://doi.org/10.1016/j.sbspro.2011.12.019
• Reeve, R. A., & Brown, A. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13 (3), 343-356.
• Rhodes, M. G. (2019). Metacognition. Teaching of Psychology, 46(2), 168-175.
• Ridley, D. S., Schutz, P. A., Glanz, R. S., & Weinstein, C. E. (1992). Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. The Journal of Experimental Education, 60 (4), 293-306.
• Santrock, J. W. (2011). Educational Psychology (5th ed.). Mc Graw-Hill.
• Schoenfeld, A. H. (2016). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Journal of Education, 196(2), 1-38. https://doi.org/10.1177/002205741619600202
• Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology, 7 (4), 351-371.
• Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
• Schraw, G. (2002). Promoting general metacognitive awareness. In H. J. Hartman, (Ed.), Metacognition in learning and instruction (pp. 3-16). Springer.
• Schraw, G., Olafson, L., Meibel, M., & Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In A. Zohar & Y.J. Dori (Eds.), Metacognition in science education: trends in current research (pp. 57-77). Springer.
• Schraw, G., & Gutierrez, A. P. (2015). Metacognitive strategy instruction that highlights the role of monitoring and control processes. In A. Peña-Ayala (Ed.), Metacognition: fundaments, applications, and trends (pp. 3-16). Springer.
• Seifert, K., & Sutton, R. (2009). Educational Psychology (2nd ed.). The Saylor Foundation.
• Sternberg, R. J. (2002). Metacognition, abilities, and developing expertise: what makes an expert student?. In H. J. Hartman (Ed.), Metacognition in learning and instruction (pp. 247-260). Springer.
• Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of computer assisted learning, 19(1), 46-55. https://doi.org/10.1046/j.0266-4909.2003.00005.x
• Thomas, G. P., & Kin Mee, D. AU (2005). Changing the learning environment to enhance students’ metacognition in Hong Kong primary school classrooms. Learning Environments Research,8, 221-243. https://doi.org/10.1007/s10984-005-1565-6
• Ulu, C., &Bayram, H. (2014). Araştırma sorgulamaya dayalı bilim yazma aracı kullanımının üstbilişsel bilgi ve becerilere etkisi. Turkish International Journal of Special Education and Guidance & Counseling, 3 (1), 68-80.
• Varlı, B. ve Uluçınar Sağır, Ş. (2019). Araştırma sorgulamaya dayalı öğretimin ortaokul öğrencilerinin fen başarısı, sorgulama algısı ve üstbiliş farkındalığına etkisi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 39(2), 703-725. https://doi.org/10.17152/gefad.407417
• Vrugt, A., & Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition Learning, 30, 123-146.
• Wengrowicz, N., Dori, Y. J., & Dori D. (2018). Metacognition and meta-assessment in engineering education. In Y. J. Dori, Z. Mevarech, & D. Baker (Eds.), Innovations in science education and technology (pp. 191-216). Springer.
• Woolfolk Hoy, A. (2000) Educational Psychology in Teacher Education, Educational Psychologist, (35)4, 257-270. https://doi.org/10.1207/S15326985EP3504_04
• Yang, K. L. (2012). Structures of cognitive and metacognitive reading strategy use for reading comprehension of geometry proof. Educational Studies in Mathematics, 80(3), 307-326. https://doi.org/10.1007/s10649-011-9350-1
• Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: insights from a Chinese context. Electronic Journal of Foreign Language Teaching, 10(1), 24-69.