The Effect of Metacognitive Strategies Instructed Through Cognitive Coaching on The Metacognitive Skills and Retention in 6TH Grade Social Studies Lesson

Year 2010, Volume: 9 Issue: 1, 106 - 127, 26.06.2010

Özden Demir Ahmet Doğanay

Abstract

The aim of this study is to investigate the effect of metacognitive strategies instructed
through cognitive coaching on the metacognitive skills and retention. The study was conducted in the
second semester of 2007-2008 education year with 6th grade students of three schools chosen randomly and
located in Seyhan, Adana. The data obtained from the metacognition scale and from the interview forms
were analyzed using content analysis methods while the quantitative data were analyzed using One-way
analysis of variance and covariance analysis. At the end of the study a significant difference was detected
in experimental group’s favour regarding self monitoring, evaluation, awareness, and cognitive strategies
aspects in metacognition scale post test. As to the retention marks, although a significant difference was
detected in experimental group’s favor regarding awareness, no significant difference was found in
experimental group’s favor regarding cognitive strategies and evaluation aspects. However, the second
control group displayed a significant difference in retention test in self monitoring aspect. Besides, students
in the experimental group stated that the instruction improved their self evaluation, planning and
organization skills.

Keywords

Cognitive Coaching, Metacognition, Metacognitive Strategies, Social studies

Bilişsel Koçluk Yöntemiyle Öğretilen Bilişsel Farkındalık Stratejilerinin Altıncı Sınıf Sosyal Bilgiler Dersinde Bilişsel Farkındalık Becerilerine ve Kalıcılığa Etkisi

Abstract

Bu araştırmanın amacı, bilişsel koçluğa bilişsel farkındalık stratejileri temelli öğretimin, bilişsel farkındalık becerilerine ve kalıcılığa etk etme. Araştırma 2007-2008 öğretim yılı bahar Adana li Seyhan lçelerinin yer alanizisi 3 ilköğretim okulunun altıncı sınıf internetten içeri alınmıştır. Bilişsel faydalılık ölçeği ve görüşme formundan elde edilen; nicel boyutta tek tek varyans analizi kovaryans analizine göre çözümlenip yorumlanmıştır. Araştırmadan elde edilen bulgulara göre, bilişsel son testinde kendini denetleme, değerlendirme, farkında olma ve bilişsel stratejiler boyutlarında deney grubu lehine anlamlı olduğu bulunmuştur. Kalıcılık puanları indirin olma boyutuunda deney grubu lehine anlamlı olduğu düşünülen, bilişsel stratejiler ve değerlendirmesi boyutlarında deney grubu lehine anlamlı bir farlılık bulunamamıştır. Buna ulaşmak ikinci kontrol grubu kendini denetleme boyutunda kalıcılık testinde anlamlı farklılaşma göstermiştir.

Keywords

Bilişsel koçluk, Bilişsel farkındalık, Bilişsel farkındalık stratejileri, Sosyal Bilgiler

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