BibTex RIS Cite

Üstbiliş Kalibrasyonunun Matematik Başarısı Bağlamında İncelenmesi: Mühendislik Öğrencileri Örneği

Year 2015, Volume: 32 Issue: 2, 19 - 36, 01.07.2015

Abstract

Bu araştırmanın amacı, mühendislik öğrencilerinin üstbiliş kalibrasyon başarılarını üstbiliş bilgisi ve matematik sınav

başarısı değişkenleri açısından değerlendirmektir. Araştırma nicel paradigmaya dayalı ilişkisel tarama modeline göre

tasarlanmıştır. Bir devlet üniversitesinin farklı mühendislik programlarında okuyan ve Matematik Analiz dersine kayıtlı olan

toplam 127 birinci sınıf öğrencisi araştırmanın örneklemini oluşturmaktadır. Üstbiliş bilgisi, öz-değerlendirme başarısı ve

matematik sınav başarısını belirlemek üzere ölçek ve testlerden yararlanılmış, bulgular nicel analiz yöntemleri kullanılarak

incelenmiştir. Araştırma sonucunda, matematik sınav başarısı ile üstbiliş kalibrasyonu arasında anlamlı bir ilişkinin olduğu

tespit edilmiştir. Bununla birlikte, üstbiliş bilgisi ile üstbiliş kalibrasyonu arasında anlamlı bir ilişki bulunmamıştır. Üstbiliş

kalibrasyonu ile başarı arasındaki ilişki, öğrenme süreçlerinde kalibrasyon araştırmalarının daha da ön plana çıkacağına

işaret etmektedir.

References

  • Alcı, B. ve Altun, S. (2007). Lise öğrencilerinin matematik dersine yönelik öz - düzenleme ve bilişüstü becerileri, cinsiyete, sınıfa ve alanlara göre farklılaşmakta mıdır? Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16(1), 33- 44.
  • Aşık, G. (2009). A model study to examine the relationship between metacognitive and motivational regulation and metacognitive experiences during problem solving in mathematics. Yayınlanmamış yükseklisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Alexander, P. A. (2013). Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration. Learning and Instruction, 24, 1-3.
  • Başol, G. (2015). Eğitimde ölçme ve değerlendirme. Genişletilmiş Üçüncü baskı. Ankara: Pegem Akademi Yayınları. Bol, L., & Hacker, D. J. (2012). Calibration research: where do we go from here?. Frontiers in psychology, 3, Article 229, 1-6.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (11. Baskı). Ankara: Pegem Yayıncılık.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
  • Çetinkaya, P. ve Ertkin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Boğaziçi University Journal of Education, 19(1), 1-11.
  • Delice, A., Sevimli, E. ve Aydın, E. (2009). Reflections in peer evaluation:Is the attended teacher training program the implemented training program?. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 2(13), 141-150.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, 3(3), 189-206.
  • Dinsmore, D. L., & Parkinson, M. M. (2013). What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration. Learning and Instruction, 24, 4-14.
  • Erdem, E. (2012). Metacognitive calibration in college students: The relationship between calibration, test performance and empathic skills. Yayınlanmamış yüksek lisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Erdoğan, F. ve Şengül, S. (2014). İlköğretim öğrencilerinin matematik dersine yönelik öz-düzenleyici öğrenme stratejileri üzerine bir inceleme. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 108-118.
  • Everson, H. T., & Tobias, S. (1998). The ability to estimate knowledge and performance in college: A metacognitive analysis. Instructional Science, 26(1- 2), 65-79.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
  • Hacker, D. J., Bol, L., & Keener, M. C. (2008). Metacognition in education: A focus on calibration. In J. Dunlosky, & R. Bjork (Eds.), Handbook of Memory and Metacognition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Huck, S. W. (2012). Reading statistics and research (6th ed.). Boston, MA. Pearson Education.
  • Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281- 310.
  • Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Mevarech, Z. R., Tabuk, A. & Sinai, O. (2006). Metacognitive instruction in mathematics classrooms: effects on the solution of different kinds of problems. In A. Desoete and M. Veenman (eds.), Metacognition in mathematics education (pp. 73-81). New York: Nova Science Publishers, Inc.
  • Nelson, T. O., & Narens, L. (1990). A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125-141.
  • Nietfeld, J. L., Cao, L., & Osborne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the post secondary classroom. Journal of Experimental Education, 74, 7-28.
  • Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and selfefficacy. Metacognition and Learning, 1, 159-179.
  • Öğrenci Seçme ve Yerleştirme Merkezi (ÖSYM) (2013). Merkezi yerleştirme ile öğrenci alan bölümlerin yükseköğretim lisans programlan. Erişim: 20 Nisan 2015, http://www.osym.gov.tr/dosya/1- 701147h/bolum1lisans.pdf.
  • Özsoy, G. (2012). İlköğretim beşinci sınıf öğrencilerinin matematiksel kalibrasyon becerilerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1183-1195.
  • Özsoy, G. ve Kuruyer, H. G. (2012). Bilmenin illüzyonu: Matematiksel problem çözme ve test kalibrasyonu. Dumlupınar University Journal of Social Science/Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 2(32). 229-237.
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press. Perels, F., Gurtler, T., & Schmitz, B. (2005). Training of self-regulatory and problemsolving competence. Learning and Instruction, 15, 123-139.
  • Pieschl, S. (2009). Metacognitive calibration - An extended conceptualization and potential applications. Metacognition and Learning, 4, 3-31.
  • Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
  • Pressley, M., Levin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young grade school children. Journal of Experimental Child Psychology, 43, 96-111.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: Using feedback to promote student reflection and learning: A teaching model. Innovations in Education and Teaching International, 47, 125-135.
  • Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Secolsky, C., & Denison D. B. (2011). Handbook on Measurement, Assessment, and Evaluation in Higher Education. Routledge: Taylor & Francis Group.
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
  • Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer-Assessment. The University of Waikato.
  • Spiller, A. R. (2009).Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (eds.) Handbook of Metacognition in Education New York: Routledge, 299-315.
  • Taras, M. (2005). Assessment - summative and formative - some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
  • Valdez, A. (2013). Student metacognitive monitoring: Predicting test achievement from judgment accuracy. International Journal of Higher Education, 2(2), 141-146.
  • Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
  • Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.
  • Winnie, P. H., & Muis, K. R. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition Learning, 6, 179-193.
  • Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Selfregulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-44
Year 2015, Volume: 32 Issue: 2, 19 - 36, 01.07.2015

Abstract

References

  • Alcı, B. ve Altun, S. (2007). Lise öğrencilerinin matematik dersine yönelik öz - düzenleme ve bilişüstü becerileri, cinsiyete, sınıfa ve alanlara göre farklılaşmakta mıdır? Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 16(1), 33- 44.
  • Aşık, G. (2009). A model study to examine the relationship between metacognitive and motivational regulation and metacognitive experiences during problem solving in mathematics. Yayınlanmamış yükseklisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Alexander, P. A. (2013). Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration. Learning and Instruction, 24, 1-3.
  • Başol, G. (2015). Eğitimde ölçme ve değerlendirme. Genişletilmiş Üçüncü baskı. Ankara: Pegem Akademi Yayınları. Bol, L., & Hacker, D. J. (2012). Calibration research: where do we go from here?. Frontiers in psychology, 3, Article 229, 1-6.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (11. Baskı). Ankara: Pegem Yayıncılık.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
  • Çetinkaya, P. ve Ertkin, E. (2002). Assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. Boğaziçi University Journal of Education, 19(1), 1-11.
  • Delice, A., Sevimli, E. ve Aydın, E. (2009). Reflections in peer evaluation:Is the attended teacher training program the implemented training program?. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education, 2(13), 141-150.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, 3(3), 189-206.
  • Dinsmore, D. L., & Parkinson, M. M. (2013). What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration. Learning and Instruction, 24, 4-14.
  • Erdem, E. (2012). Metacognitive calibration in college students: The relationship between calibration, test performance and empathic skills. Yayınlanmamış yüksek lisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Erdoğan, F. ve Şengül, S. (2014). İlköğretim öğrencilerinin matematik dersine yönelik öz-düzenleyici öğrenme stratejileri üzerine bir inceleme. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3), 108-118.
  • Everson, H. T., & Tobias, S. (1998). The ability to estimate knowledge and performance in college: A metacognitive analysis. Instructional Science, 26(1- 2), 65-79.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
  • Hacker, D. J., Bol, L., & Keener, M. C. (2008). Metacognition in education: A focus on calibration. In J. Dunlosky, & R. Bjork (Eds.), Handbook of Memory and Metacognition. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Huck, S. W. (2012). Reading statistics and research (6th ed.). Boston, MA. Pearson Education.
  • Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258.
  • Karasar, N. (2006). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281- 310.
  • Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Mevarech, Z. R., Tabuk, A. & Sinai, O. (2006). Metacognitive instruction in mathematics classrooms: effects on the solution of different kinds of problems. In A. Desoete and M. Veenman (eds.), Metacognition in mathematics education (pp. 73-81). New York: Nova Science Publishers, Inc.
  • Nelson, T. O., & Narens, L. (1990). A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125-141.
  • Nietfeld, J. L., Cao, L., & Osborne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the post secondary classroom. Journal of Experimental Education, 74, 7-28.
  • Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and selfefficacy. Metacognition and Learning, 1, 159-179.
  • Öğrenci Seçme ve Yerleştirme Merkezi (ÖSYM) (2013). Merkezi yerleştirme ile öğrenci alan bölümlerin yükseköğretim lisans programlan. Erişim: 20 Nisan 2015, http://www.osym.gov.tr/dosya/1- 701147h/bolum1lisans.pdf.
  • Özsoy, G. (2012). İlköğretim beşinci sınıf öğrencilerinin matematiksel kalibrasyon becerilerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1183-1195.
  • Özsoy, G. ve Kuruyer, H. G. (2012). Bilmenin illüzyonu: Matematiksel problem çözme ve test kalibrasyonu. Dumlupınar University Journal of Social Science/Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 2(32). 229-237.
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press. Perels, F., Gurtler, T., & Schmitz, B. (2005). Training of self-regulatory and problemsolving competence. Learning and Instruction, 15, 123-139.
  • Pieschl, S. (2009). Metacognitive calibration - An extended conceptualization and potential applications. Metacognition and Learning, 4, 3-31.
  • Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
  • Pressley, M., Levin, J. R., Ghatala, E. S., & Ahmad, M. (1987). Test monitoring in young grade school children. Journal of Experimental Child Psychology, 43, 96-111.
  • Quinton, S., & Smallbone, T. (2010). Feeding forward: Using feedback to promote student reflection and learning: A teaching model. Innovations in Education and Teaching International, 47, 125-135.
  • Schunk, D. H. (2008). Metacognition, self-regulation, and self-regulated learning: Research recommendations. Educational Psychology Review, 20(4), 463-467.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475.
  • Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Secolsky, C., & Denison D. B. (2011). Handbook on Measurement, Assessment, and Evaluation in Higher Education. Routledge: Taylor & Francis Group.
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
  • Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer-Assessment. The University of Waikato.
  • Spiller, A. R. (2009).Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (eds.) Handbook of Metacognition in Education New York: Routledge, 299-315.
  • Taras, M. (2005). Assessment - summative and formative - some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
  • Valdez, A. (2013). Student metacognitive monitoring: Predicting test achievement from judgment accuracy. International Journal of Higher Education, 2(2), 141-146.
  • Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159-176.
  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
  • Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63-85.
  • Winnie, P. H., & Muis, K. R. (2011). Statistical estimates of learners’ judgments about knowledge in calibration of achievement. Metacognition Learning, 6, 179-193.
  • Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Selfregulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-44
There are 46 citations in total.

Details

Journal Section Original Articles
Authors

Gürsu Aşık

Eyüp Sevimli

Publication Date July 1, 2015
Published in Issue Year 2015 Volume: 32 Issue: 2

Cite

APA Aşık, G., & Sevimli, E. (2015). Üstbiliş Kalibrasyonunun Matematik Başarısı Bağlamında İncelenmesi: Mühendislik Öğrencileri Örneği. Bogazici University Journal of Education, 32(2), 19-36.