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Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması

Year 2017, Volume: 16 Issue: 2, 547 - 565, 01.04.2017

Zeynep Sonay Ay , Safure Bulut

https://doi.org/10.17051/ilkonline.2017.304716
Cited By: 2

Abstract

Yapılan çalışmalarla bir sınıf içi öğretim yöntemi olarak sorgulamaya dayalı yaklaşımın öğrencinin aktif katılımını desteklediği, merak duygusunu uyandırdığı, motivasyonunu arttırdığı ve konuya odaklanmalarını kolaylaştırdığı belirlenmiştir. Bu çalışmanın da amacı üst bilişsel sorgulamaya dayalı problem çözme yaklaşımının  sınıf öğretmen adaylarının matematikte öz düzenleme becerilerine etkisi araştırmaktır. Öntest-sontest deney-kontrol gruplu yarı deneysel desen olarak yapılandırılan bu çalışma İç Anadolu Bölgesi’ndeki bir devlet üniversitesinde 110 birinci sınıf öğretmeni öğretmen adayı ile gerçekleştirilmiştir. Deney grubunda, üst bilişsel sorgulamaya dayalı problem çözme yaklaşımı uygulanırken, kontrol grubunda ise geleneksel problem çözme yaklaşımı uygulanmıştır. Ölçme aracı olarak, Motivated Strategies For Learning Questionnaire (Öğrenmede Motive Edici Stratejiler Ölçeği) kullanılmıştır. Verilerin analizinde Çok Değişkenli Kovaryans Analizi kullanılmıştır. Sonuçlar, üst bilişsel sorgulayıcı problem çözme yaklaşımının öğretmen adaylarının öz düzenlemeye dayalı öğrenmenin alt bileşenlerinden konu değeri, öğrenme inançlarını kontrol, üst bilişsel öz düzenleme ve çaba düzenlemesi değişkenlerinde istatistiksel olarak anlamlı bir etkisinin olduğunu gösterirken, diğer alt boyutlarda anlamlı bir etki bulunamamıştır. Çalışmada elde edilen tüm bulgular değerlendirildiğinde üst bilişsel sorgulamaya dayalı problem çözme yaklaşımının öz- düzenleme becerilerinin bazı alt boyutlarında geliştirici bir yöntem olduğu söylenebilir.

Keywords

Matematik Eğitimi Problem Çözme Üst Bilişsel Sorgulama Öz-Düzenleme Öğretmen adayı

References

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Year 2017, Volume: 16 Issue: 2, 547 - 565, 01.04.2017

Zeynep Sonay Ay , Safure Bulut

https://doi.org/10.17051/ilkonline.2017.304716
Cited By: 2

Abstract

References

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  • Altun, M. ve Sezgin-Memnun, D. (2008). Matematik öğretmeni adaylarının rutin olmayan matematiksel problemleri çözme becerileri ve bu konudaki düşünceleri. Eğitimde Kuram ve Uygulama, 4 (2): 213-238.
  • Arslan, Ç. (2002). İlköğretim yedinci ve sekizinci sınıf öğrencilerinin problem çözme stratejilerini kullanabilme düzeyleri üzerine bir çalışma. Yayımlanmamış yüksek lisans tezi, Uludağ Universitesi, Bursa.
  • Artzt, A. ve Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9, 137-175.
  • Ball, D.L. (1989). Breaking with experience in learning to teach mathematics: the role of a pre-service methods course. Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • Ball, D. L., ve Bass, H. (2000). Interweaving content and pedagoy in teaching and learning to teach: Knowing and using mathematics. In J.Boaler (ED.), Multiple perspectives on mathematics learning and teaching. Westport, CT: Ablex Publishing.
  • Baker, M., E (1998). Mathematical problem solving skills in undergraduate preservice teacher education students. Yayımlanmamış yüksek lisans tezi, Arizona Universitesi, Arizona, ABD.
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  • Biggs, J. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48, 266- 279.
  • Biggs, J. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185-212.
  • Buschman, L. (2003). Share and compare: A teacher’s story about helping children become problem solvers in mathematics. Reston, Va: NCTM, USA.
  • Cai, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: An exploratory study. International Journal of Mathematical Education in Science and Technology, 34(5), 719-737.
  • Carpenter, T. P. (1989). Teaching as problem solving. In R. I.Charles & E. A. Silver (Eds), The teaching and assessing of mathematical problem solving: Volume III. Reston, VA: NCTM, ABD.
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  • Cohen, J. ve Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd Ed.) Hillside, NJ: Prentice Hall.
  • Davidson, J.E. ve Sternberg, R.J. (1998). Smart problem solving: How metacognition helps. In D. Hacker, J. Dunlosky and A. Graesser (Eds), Metacognition in Educational Theory and Practise. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  • De Corte, E. (2004). Mainstreams and perspectives in research on learning mathematics from instruction, Applied Psychology, 2(53), 279-310.
  • De Corte, E., Verschaffel, L., ve Eynde, P. O. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-regulation. San Diego: Academic Press.
  • De Hoys, M., Gray, E., ve Simpson, A. (2002). Students assumptions during problem solving, Second International Conference on the Teaching of Mathematics, Crete.
  • De Mesquita, P. B., ve Drake, J. C. (1994). Educational reform and self-efficacy beliefs of teachers implementing nongraded primary school programs. Teaching and Teacher Education, 10(3), 291-302.
  • Fraenkel, J.R. ve Wallen, N.E. (1996). How to design and evaluate research in education. New York: McGraw-Hill.
  • Follmer, R. (2000). Reading, mathematics and problem solving: The effects of direct instruction in the development of fourth grade students’ strategic reading and problem solving approaches to textbased, nonroutine mathematical problems. Yayınlanmamış Doktora Tezi, Widener Üniversitesi.
  • Fuchs, L.S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C.L., Owen, R., ve Schroeter, K. (2003). Enhancing third-grade student’s mathematical problem solving with self regulated learning strategies. Journal of Educational Psychology, 95(2), 306-315.
  • Garofalo, J., ve Lester, F. K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education, 16, 163-176.
  • George, D., ve Mallery, P. (2003). SPSS for windows step by step: a simple guide and reference, 11.0 update. Boston: Allyn and Bacon.
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There are 108 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Zeynep Sonay Ay

Safure Bulut

Publication Date April 1, 2017
Published in Issue Year 2017 Volume: 16 Issue: 2

Cite

APA Ay, Z. S., & Bulut, S. (2017). Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İlköğretim Online, 16(2), 547-565. https://doi.org/10.17051/ilkonline.2017.304716
AMA Ay ZS, Bulut S. Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İOO. April 2017;16(2):547-565. doi:10.17051/ilkonline.2017.304716
Chicago Ay, Zeynep Sonay, and Safure Bulut. “Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması”. İlköğretim Online 16, no. 2 (April 2017): 547-65. https://doi.org/10.17051/ilkonline.2017.304716.
EndNote Ay ZS, Bulut S (April 1, 2017) Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İlköğretim Online 16 2 547–565.
IEEE Z. S. Ay and S. Bulut, “Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması”, İOO, vol. 16, no. 2, pp. 547–565, 2017, doi: 10.17051/ilkonline.2017.304716.
ISNAD Ay, Zeynep Sonay - Bulut, Safure. “Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması”. İlköğretim Online 16/2 (April 2017), 547-565. https://doi.org/10.17051/ilkonline.2017.304716.
JAMA Ay ZS, Bulut S. Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İOO. 2017;16:547–565.
MLA Ay, Zeynep Sonay and Safure Bulut. “Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması”. İlköğretim Online, vol. 16, no. 2, 2017, pp. 547-65, doi:10.17051/ilkonline.2017.304716.
Vancouver Ay ZS, Bulut S. Üst Bilişsel Sorgulamaya Dayalı Problem Çözme Yaklaşımının Öz-düzenleme Becerilerine Etkisinin Yarı Deneysel Bir Çalışma İle Araştırılması. İOO. 2017;16(2):547-65.

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