Metacognitive Skills and Non-Routine Problem Solving Achievements of Eighth and Ninth Grade Students: Kosovo and Turkey Samples

Abstract

In this research, it was aimed to compare the metacognitive awareness and ability levels with non-routine problem solving success of eighth and ninth grade students who were continued their education in Kosovo and Turkey. Additionally, it was examined the relationships among the metacognitive awareness, metacognitive ability and non-routine problem solving success levels of eighth and ninth grade students. The data of the research was obtained from the applications of the metacognitive awareness and ability surveys and non-problem solving tests. The analysis indicated that there was statistically significant difference between Kosovan and Turkish eighth grade students' levels of cognition regulation-ability within the scope of metacognitive awareness and their success in solving non-routine problems. However, there were no significant differences between Kosovan and Turkish ninth grade students' metacognitive awareness and ability levels, and non-rotine problems. Besides, there was no statistically relationships between students' success in solving non-routine problems and their metacognitive awareness and abilities.

Keywords

• Metacognition
• Metacognitive awareness
• Metacognitive ability
• Problem solving
• Non-routine problem

Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği

Abstract

Bu çalışma, Kosova'da ve Türkiye'de öğrenim görmekte olan sekizinci ve dokuzuncu sınıf öğrencilerinin üstbiliş farkındalık ve yeti düzeyleri ile rutin olmayan problem çözme başarılarının karşılaştırılması amacıyla yapılmıştır. Ayrıca, sekizinci ve dokuzuncu sınıf öğrencilerinin üstbiliş farkındalık ve yeti düzeyleri ile rutin olmayan matematiksel problemleri çözme başarıları arasındaki ilişkiler de bu araştırma kapsamında araştırılmıştır. Araştırmanın verileri, bu çalışmaya katılan öğrencilere üstbiliş farkındalık ve üstbiliş yeti anketleri ile rutin olmayan problem çözme testinin uygulanması ile toplanmıştır. Yapılan analizler sonucunda, Kosova ve Türkiye'de öğrenim görmekte olan sekizinci sınıf öğrencilerinin üstbiliş farkındalık kapsamındaki bilişin düzenlenmesi-yeti düzeyleri ile rutin olmayan problemleri çözme başarıları arasında istatistiksel olarak anlamlı düzeyde farklılığa ulaşılmıştır. Bununla birlikte, Kosova ve Türkiye'de öğrenim görmekte olan dokuzuncu sınıf öğrencilerinin üstbiliş farkındalık ve yeti düzeyleri ile rutin olmayan problem çözme başarıları arasında istatistiksel olarak anlamlı düzeyde farklılıklar bulunamamıştır. Ayrıca, araştırmaya katılan öğrencilerin rutin olmayan problemleri çözme başarıları ile üstbiliş farkındalık ve yetileri arasında istatistiksel olarak anlamlı düzeyde ilişkilere ulaşılamamıştır.

Keywords

• Üstbiliş
• Üstbiliş farkındalık
• üstbiliş yeti
• Problem çözme
• Rutin olmayan problem

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