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ÜSTBİLİŞSELLİK HAKKINDA ÖĞRETMENLERİN VE ÖĞRENCİLERIN KENDİ ALGILARININ KARŞILAŞTIRILMASI: PAKISTAN'DAN AMPIRIK BULGULAR

Year 2011, Volume: 7 Issue: 2, 292 - 310, 14.01.2013

Fazalur Rahman

Abstract

Bu makale, öğretmenlerin ve öğrencilerin  üstbilişsel farkındalık hakkındaki  algılarını  ölçmek için yapılan çalışmanın sonuçlarını sunmaktadır.  Bu 20 orta dereceli okulda yapılan korelasyonel bir çalışmadır. 300  X. Sınıf öğrencisi  ve 20 fen öğretmeni katılmıştır. Üstbilişsel farkındalık, üstbilişsel anketler kullanılarak ölçülmüştür.. Bazı özel öğretmen becerilerinin (bir metabilişsel bir yapıda) öğrenci üstbilişsel bilinci ile ilişkili olduğu tespit edilmiştir. Bu çalışma  üstbilişin, çok karmaşık doğasını ortaya koymuştur. Ancak, açıktır  ki düşünmeyi düşünme  kendi çapında çok önemli bir beceridir ve onun gelişimi   tüm öğrenme sürecinde çok önemli bir parçası olabilir. Bu çalışma, bazı anlayışlar, kurallar ve gelecekteki araştırmalar için uyarılar sunmaktadır.

Keywords

Üstbiliş stbilişsel farkındalık üstbilişsel algı

References

  • Baird, J. R. (1986). Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8(3), 263-282
  • Biehler, R. F & Snowman, J. (1986). Psychlogy applied to teaching.(5 ed). th Boston: Houghton Miffllin.
  • Bogdan, R. J. (2000). Minding minds: Evolving a reflexive mind by interpreting others. Cambridge, MA: MIT Press.
  • Brown, A. (1987). Metacognition, executive control, self regulation and other more mysterious mechanisms. In F. weinert & R. Kluwe (Eds) Metacogniton, Motivation and Understanding. Hillsdale, NY: Erlbaum.
  • Child, D. (1995). Psychology and the teacher. (5-ed). New York: Holt, th Rinehart & Winston.
  • Collins, N. (1994). Metacognition and reading to learn. ERIC Digest No ED376427. http://128.104.40.21//step/kw/TheoreticalPerspectives/CognitiveTheory/ Metacognition on September 24, 2006, from
  • Darling-Hammond, L; Austin, K; Cheung, M; & Martin, D. (2003). Thinking about thinking: metacognition. Stanford University School of Education.Stanford:
  • Davidoff, L. L. (1987). Introduction to psychology. (3ed ed). USA: MC Graw Hill.
  • Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, July 2004, Vol. 50, No. 3, pp. 274–290.
  • Flavell, J. H; Miller, P. H; & Miller, S. A. (1993). Cognitive development.(3rd ed). Englewood cliffs, NJ: Prentice hall.
  • Hennessey, M.G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at Annual Meeting of the National Association for Research in Science Teaching (NARST) Boston, MA:
  • Howard, B. C; Mc Gee, S; Shia, R & Hong, N. S.(April 2000). Metacognitive self regulation and problem solving: Expanding the theory base through factor analysis. Paper presented at the annual meeting of the American Research Association, New Orleans; LA:
  • Hudgins, B. B; Phye, G. D; Schau, C. G; Theisen,G.L; Ames, C; & Ames, R. (1983). Educational psychology. Illinois: F.E. Peacock.
  • Imel, S. (2002). Metacognitive skills for adult learning. In Trends and Issues Alert No 39.US: ERIC Document.Retrieved on March 13,2006 from www.eric.edu.com
  • Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
  • Livingston, J.A (1997). Metacognition: an overview. Retrieved on November 28,2006 from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm
  • Luca, J. & McMahon, M. (2004). Promoting metacognition through negotiated assessment. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference (pp. 562-570). Perth, 5-8 December,2004.
  • Metcalfe, J. (2000). Metamemory:Ttheory and data. In E.tulving & F. I. Craik (Eds). The Oxford Handbook of Memory. New York: Oxford University Press.
  • Nelson, T.O. (1992). Metacognition: Core Readings. Needham Heights, Boston: Allyn & Bacon.
  • Pressley, M; & Ghatala, E. S.(1990). Self regulated learning: Monitoring learning from text. Journal of Education Psychology, 25: pp.19-33.
  • Schraw, G; & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology.19(4)(pp460-475)
  • Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. University http://www.ideallibrary.com Retrieved on October 17, 2006. California. Available on line at

Year 2011, Volume: 7 Issue: 2, 292 - 310, 14.01.2013

Fazalur Rahman

Abstract

References

  • Baird, J. R. (1986). Improving learning through enhanced metacognition: A classroom study. European Journal of Science Education, 8(3), 263-282
  • Biehler, R. F & Snowman, J. (1986). Psychlogy applied to teaching.(5 ed). th Boston: Houghton Miffllin.
  • Bogdan, R. J. (2000). Minding minds: Evolving a reflexive mind by interpreting others. Cambridge, MA: MIT Press.
  • Brown, A. (1987). Metacognition, executive control, self regulation and other more mysterious mechanisms. In F. weinert & R. Kluwe (Eds) Metacogniton, Motivation and Understanding. Hillsdale, NY: Erlbaum.
  • Child, D. (1995). Psychology and the teacher. (5-ed). New York: Holt, th Rinehart & Winston.
  • Collins, N. (1994). Metacognition and reading to learn. ERIC Digest No ED376427. http://128.104.40.21//step/kw/TheoreticalPerspectives/CognitiveTheory/ Metacognition on September 24, 2006, from
  • Darling-Hammond, L; Austin, K; Cheung, M; & Martin, D. (2003). Thinking about thinking: metacognition. Stanford University School of Education.Stanford:
  • Davidoff, L. L. (1987). Introduction to psychology. (3ed ed). USA: MC Graw Hill.
  • Flavell, J. H. (2004). Theory-of-mind development: Retrospect and prospect. Merrill-Palmer Quarterly, July 2004, Vol. 50, No. 3, pp. 274–290.
  • Flavell, J. H; Miller, P. H; & Miller, S. A. (1993). Cognitive development.(3rd ed). Englewood cliffs, NJ: Prentice hall.
  • Hennessey, M.G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at Annual Meeting of the National Association for Research in Science Teaching (NARST) Boston, MA:
  • Howard, B. C; Mc Gee, S; Shia, R & Hong, N. S.(April 2000). Metacognitive self regulation and problem solving: Expanding the theory base through factor analysis. Paper presented at the annual meeting of the American Research Association, New Orleans; LA:
  • Hudgins, B. B; Phye, G. D; Schau, C. G; Theisen,G.L; Ames, C; & Ames, R. (1983). Educational psychology. Illinois: F.E. Peacock.
  • Imel, S. (2002). Metacognitive skills for adult learning. In Trends and Issues Alert No 39.US: ERIC Document.Retrieved on March 13,2006 from www.eric.edu.com
  • Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
  • Livingston, J.A (1997). Metacognition: an overview. Retrieved on November 28,2006 from http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm
  • Luca, J. & McMahon, M. (2004). Promoting metacognition through negotiated assessment. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference (pp. 562-570). Perth, 5-8 December,2004.
  • Metcalfe, J. (2000). Metamemory:Ttheory and data. In E.tulving & F. I. Craik (Eds). The Oxford Handbook of Memory. New York: Oxford University Press.
  • Nelson, T.O. (1992). Metacognition: Core Readings. Needham Heights, Boston: Allyn & Bacon.
  • Pressley, M; & Ghatala, E. S.(1990). Self regulated learning: Monitoring learning from text. Journal of Education Psychology, 25: pp.19-33.
  • Schraw, G; & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology.19(4)(pp460-475)
  • Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. University http://www.ideallibrary.com Retrieved on October 17, 2006. California. Available on line at
There are 22 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Fazalur Rahman

Publication Date January 14, 2013
Submission Date December 15, 2012
Published in Issue Year 2011 Volume: 7 Issue: 2

Cite

APA Rahman, F. (2013). ÜSTBİLİŞSELLİK HAKKINDA ÖĞRETMENLERİN VE ÖĞRENCİLERIN KENDİ ALGILARININ KARŞILAŞTIRILMASI: PAKISTAN’DAN AMPIRIK BULGULAR. Eğitimde Kuram Ve Uygulama, 7(2), 292-310.