Conference Paper

Çalışmanın

amacı, lise öğrencilerinin problem çözme deneyimlerini gözden geçirerek bu

süreçte sergiledikleri üstbilişsel davranışlar açısından kendilerini

değerlendirmelerini sağlamak ve bu süreci incelemektir. Araştırma nitel bir

çalışma olarak tasarlanmış, elde edilen veriler betimsel analiz ile

yorumlanmıştır. Çalışma grubunu 2015-2016 eğitim ve öğretim yılında Yozgat

ilinin bir ilçesindeki bir lisede 9 ve 10. sınıfta öğrenim gören toplam 94

öğrenci oluşturmaktadır. Veri toplamak için öğrencilere ilk olarak 2 tane

problem verilmiştir. Öğrencilerden bu problemleri açık bir şekilde çözmeleri ve

düşündüklerini yazmaları istenmiştir. Bu problemleri çözen öğrencilere problem

çözme sürecindeki üstbilişsel davranışları değerlendirmeyi sağlayan bir anket

uygulanmıştır. Anketten elde edilen veriler analiz edildiğinde öğrencilerin

çoğunluğunun problem çözmede yüksek düzeyde üstbilişsel davranışlar sergilediği

düşünülebilmektedir. Ancak öğrencilerin problem çözümlerinin bu sonuçlarla çok

uyuşmadığı; öğrencilerin göstermiş olduklarını söyledikleri üstbilişsel

davranışlar ile problem çözümlerinin incelenmesiyle ortaya çıkan üstbilişsel

davranışlar birbiriyle genellikle paralellik göstermediği anlaşılmaktadır.

- Akın, A., & Abacı, R. (2011). Metacognition. Nobel Publishing, Ankara.
- Aksoy, N. (2003). Action Research: A Method to be Used to Improve and Change Educational Practices. Journal of Theory and Practice in Education Management, 9(4), 474-489.
- Biryukov, P.(2004). Metacognitive Aspects of Solving Combinatorics Problems. International Journal for Mathematics Teaching and Learning (01.07.2006) www.cimt.plymouth.ac.uk/journal/biryukov.pdf
- Brown, A. L. (1978). Knowing When, where, and how to remember: A problem of metacognition. In R. Glasser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erbaum.
- Brown, A. L. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding. chapter 3 (pp. 65-116). London: LEA Lawrence Erlbaum Associates, Hillsdale, New Jersey.
- Çakıroğlu, A. (2007). Metacognition. Turkey Social Research Journal, 11 (2), 21-27.
- Demircioğlu, H. (2008). The Influence of the Educational Situations Designed for the Development of Metacognitive Behaviour of Mathematics Teacher Candidates. Ph. D. Thesis, Gazi University, Ankara.
- Doğan, A. (2013). Metacognition and Metacognitive Teaching. Middle Eastern & African Journal of Educational Research, (3), 6-20.
- Flavell, J.H.(1979). Metacognition and Cognitive Monitoring. American Psychologist, 34 (10) 906-911, October 1979.
- Fortunato, I, Hecht, D., Title, C. K and Alvarez, L. (1991). Metacognition and Problem Solving. The Arithmetic Teacher. Dec. 39(4) 38
- Garafalo J., Lester, F. (1985) Metacognition, cognitive monitoring and mathematical performance. Journal for Research in Mathematics Education,16,163–175.
- Livingston, J. A. (2003). Metacognition: An Overview. https://files.eric.ed.gov/fulltext/ED474273.pdf (15.04.2018)
- Ministry of Education (MEB) Commission (2015). Secondary Mathematics Class 9 1st Book, Meb Publications, Ankara. S.108, 198.
- Özsoy, G. (2008). Metacognition. Turkish Journal of Educational Sciences, 6(4), 713-740.
- Panaoura, A., & Philippou, G. (2005). The measurement of young pupils’ metacognitive ability in mathematics: The case of self-representation and self-evaluation. In Proceedings of CERME (Vol. 4).
- Pugalee, D.K.(2001). Writing, Mathematics and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving, School Science and Mathematics 101(5), 236–245.
- Şahin, M. (2015). Mathematics 10, Palme Publishing, Ankara. S.10,97

The aim of the study is to ensure that high school students evaluate

themselves in terms of metacognitive behaviors that they demonstrate during

their problem solving process through their experiences of problem solving and to examine this process. The study was designed as a qualitative study and

the obtained data were interpreted by descriptive analysis. The working group

consists of a total of 94 students in 9th and 10th grade in a high school in a

district of Yozgat in the academic year of 2015-2016. To collect data, students

were first given 2 problems. Students are asked to clearly solve these problems

and write down what they think. A questionnaire was applied to the students who

solved these problems to evaluate the metacognitive behaviors in the problem

solving process. When the data obtained from the questionnaire are analyzed, it

can be considered that the majority of the students exhibit highly metacognitive

behaviors without problem solving. However, the problem solutions of the

students do not match these results very much; it is understood that the

metacognitive behaviors that the students say they have shown and the

metacognitive behaviors that emerged from examining the problem solutions are

not generally parallel to each other.

- Akın, A., & Abacı, R. (2011). Metacognition. Nobel Publishing, Ankara.
- Aksoy, N. (2003). Action Research: A Method to be Used to Improve and Change Educational Practices. Journal of Theory and Practice in Education Management, 9(4), 474-489.
- Biryukov, P.(2004). Metacognitive Aspects of Solving Combinatorics Problems. International Journal for Mathematics Teaching and Learning (01.07.2006) www.cimt.plymouth.ac.uk/journal/biryukov.pdf
- Brown, A. L. (1978). Knowing When, where, and how to remember: A problem of metacognition. In R. Glasser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erbaum.
- Brown, A. L. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding. chapter 3 (pp. 65-116). London: LEA Lawrence Erlbaum Associates, Hillsdale, New Jersey.
- Çakıroğlu, A. (2007). Metacognition. Turkey Social Research Journal, 11 (2), 21-27.
- Demircioğlu, H. (2008). The Influence of the Educational Situations Designed for the Development of Metacognitive Behaviour of Mathematics Teacher Candidates. Ph. D. Thesis, Gazi University, Ankara.
- Doğan, A. (2013). Metacognition and Metacognitive Teaching. Middle Eastern & African Journal of Educational Research, (3), 6-20.
- Flavell, J.H.(1979). Metacognition and Cognitive Monitoring. American Psychologist, 34 (10) 906-911, October 1979.
- Fortunato, I, Hecht, D., Title, C. K and Alvarez, L. (1991). Metacognition and Problem Solving. The Arithmetic Teacher. Dec. 39(4) 38
- Garafalo J., Lester, F. (1985) Metacognition, cognitive monitoring and mathematical performance. Journal for Research in Mathematics Education,16,163–175.
- Livingston, J. A. (2003). Metacognition: An Overview. https://files.eric.ed.gov/fulltext/ED474273.pdf (15.04.2018)
- Ministry of Education (MEB) Commission (2015). Secondary Mathematics Class 9 1st Book, Meb Publications, Ankara. S.108, 198.
- Özsoy, G. (2008). Metacognition. Turkish Journal of Educational Sciences, 6(4), 713-740.
- Panaoura, A., & Philippou, G. (2005). The measurement of young pupils’ metacognitive ability in mathematics: The case of self-representation and self-evaluation. In Proceedings of CERME (Vol. 4).
- Pugalee, D.K.(2001). Writing, Mathematics and Metacognition: Looking for Connections Through Students’ Work in Mathematical Problem Solving, School Science and Mathematics 101(5), 236–245.
- Şahin, M. (2015). Mathematics 10, Palme Publishing, Ankara. S.10,97

Primary Language | English |
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Journal Section | Makaleler |

Authors | |

Publication Date | September 15, 2018 |

Published in Issue | Year 2018 Volume: 3 Issue: 1 |