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BİLMEYİ BİLME: ÜSTBİLİŞ

Year 2021, Issue: 42, 471 - 495, 30.06.2021
https://doi.org/10.33418/ataunikkefd.795640

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.

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.
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  • 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
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Year 2021, Issue: 42, 471 - 495, 30.06.2021
https://doi.org/10.33418/ataunikkefd.795640

Abstract

New approaches in education and training highlight the active status of students and require them to be effective in their learning. Today's 21st century skills also make this requirement mandatory. In this century, individuals are expected to have acquired skills such as critical thinking, problem solving, being open to communication skills and cooperation, responsibility, and leadership. This expectation makes it important to raise independent individuals who plan, monitor and evaluate their own learning, in short, who are responsible for their own learning. At this point, the importance of the concept of metacognition comes to the fore. Education should now support and improve not only the cognitive development of students but also a development beyond cognition. In this review study, explanations about metacognition were made based on the sources in the literature, the importance of metacognition in education was emphasized, and suggestions made to teachers to improve metacognition and metacognition teaching strategies that could be used were presented. Thus, it was aimed to draw the attention of both teachers and researchers in the field of education to the concept of metacognition and thus to create awareness of metacognition among teachers and researchers. Some suggestions have been made by examining the related studies.

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.
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There are 77 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Jale Kalemkuş 0000-0001-7791-9910

Publication Date June 30, 2021
Submission Date September 16, 2020
Acceptance Date April 4, 2021
Published in Issue Year 2021 Issue: 42

Cite

APA Kalemkuş, J. (2021). BİLMEYİ BİLME: ÜSTBİLİŞ. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi(42), 471-495. https://doi.org/10.33418/ataunikkefd.795640