Üstbilişsel Davranışlar Problem Çözmede Faydalı mıdır?

Year 2013, Volume: 12 Issue: 4, 1074 - 1085, 26.06.2013

Sedat Kanadlı , Yılmaz Sağlam

Abstract

Bu araştırmanın amacı; üstbilişsel davranışları olarak görülen soruyu anlamak için tekrar tekrar okumanın, soruyla ilgili şekiller (resim, tablo vb.) çizmenin, sonucun mantıksal ve matematiksel kontrolünü yapmanın (Wheatley, 1984; Garofalo ve Lester, 1985; Artzt ve Armour-Thomas, 1992; Georghiades, 2004; Schoenfeld, 2006) problem çözmeye etkisi olup olmadığını belirlemektir. Bu çalışma bir vaka incelemesidir ve araştırmanın çalışma grubunu, Gaziantep’te bir ilköğretim okulunda okuyan 25 tane 7. sınıf öğrencisi oluşturmuştur. Bu çalışma grubu amaçlı örnekleme yöntemiyle (Patton, 2002, s.230) belirlenmiştir. Veriler, sesli düşünme (think aloud)  (Ericsson & Simon, 1980) yöntemi kullanılarak bir ses kayıt cihazı ile toplanmıştır. Ses kayıtları yazıya çevrilmiş daha sonra içerik (tümevarım) analizi yapılarak kategori ve kodlar tespit edilmiştir . Araştırmanın sonucunda soruyu tekrar tekrar okuma, soruyla ilgili şekil çizme, sonucun mantıksal ve matematiksel kontrolünü yapma yöntemlerinin alıştırma sorularının çözümünde etkili olduğu, problem çözümünde herhangi bir etkisinin olmadığı belirlenmiştir

Keywords

Üstbiliş, üstbilişsel davranışlar ve problem çözme.

Is Metacognitive Strategies Effective In Problem Solving?

Abstract

This study aimed at exploring the impacts of such metacognitive strategies (Wheatley, 1984; Garofalo ve Lester, 1985; Artzt ve Armour-Thomas, 1992; Georghiades, 2004; Schoenfeld, 2006) as re-reading the question, drawing related figures (pictures, tables, etc.), and procedural and conceptual assessment of the result on problem solving. This is a qualitative case study. The sample included a total of 25 seventh graders and they were selected purposefully (Patton, 2002, s.230). The interviews were audiotaped and the interviewees were asked to think aloud throughout the interviews (Ericsson & Simon, 1980). The interviews were later transcribed and inductively analyzed in order to explore codes and categories in the data (Patton, 2002, ss. 453-54). The results indicated that such strategies as re-reading the question, drawing pictures related to it, and procedural and conceptual assessment of the solution were effective in solving exercises, but they were ineffective in solving problems.

Keywords

Metacognition, metacognitive strategies, and problem solving.

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