Ortaokul Öğrencilerinde Problem Çözme ve Bilişsel Farkındalık Beceri Düzeylerinin İncelenmesi

Year 2016, Volume: 24 Issue: 2, 789 - 802, 15.07.2016

Özden Dilek Demır

Abstract

Araştırmanın amacı, ilköğretim öğrencilerinin bilişsel farkındalık becerilerine ilişkin algılarının, problem çözme becerilerini belirlemek amacıyla kullanılan “aceleci yaklaşım”, “düşünen yaklaşım”, “kaçıngan yaklaşım”, “değerlendirici yaklaşım”, “kendine güvenli” ve “planlı yaklaşım” alt ölçeklerinden alınan puanlar tarafından ne ölçüde yordandığını belirlemektir. Araştırma, Kars ili merkez ilçelerinde bulunan dört ilköğretim okulunun 5., 6. ve 7. sınıfına devam eden 335 öğrenci üzerinde gerçekleştirilmiştir. “Problem Çözme Envarteri” ve “Bilişsel Farkındalık Ölçeği” kullanılarak toplanan verilerin analizinde çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda, problem çözme kavramının bilişsel farkındalık becerisi ile ilişkisinin anlamlı düzeyde olduğu ve problem çözme becerilerini belirleyen değişkenlerin bilişsel farkındalık becerisinin anlamlı yordayıcıları olduğu bulunmuştur.

Keywords

farkındalık, problem çözme becerileri, öz düzenleme

An Investigation of Secondary School Students’ Levels of Problem Solving and Metacognitive Skills

Abstract

The purpose of this study is to identify how well the perceptions of primary school students regarding metacognitive skills are predicted by the scores obtained from “impetuous approach”, “thinking approach”, “avoidant approach”, “evaluator approach”, “self-confident approach” and “planned approach” sub-scales used in identifying the problem solving skills. The study was conducted with 335 5th, 6th, and 7th grade students enrolled in four primary schools in the center towns of Kars. The data obtained from “Problem Solving Inventory” and “Metacognition Scale” were analyzed using multiple regression analysis. Results show that there is a significant relationship between the concept of problem solving and metacognitive skills and that variables which identify problem solving skills are significant predictors of metacognitive skills.

Keywords

Metacognition, problem solving skills, self-regulation

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