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.
Necmettin Erbakan Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi
Thanks
Bu makale Necmettin Erbakan Üniversitesi tarafından desteklenen 171210026 nolu araştırma projesinden üretilmiştir.
References
Ajisuksmo, C. R. P., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8, 486-497. https://doi.org/10.4236/ce.2017.83037
Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
Anggo, M., Suhar, M., & Kansil, Y. E. Y. (2019). Student’s metacognitive activities in solving mathematics problems. In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018), 227. Advances in Social Science, Education and Humanities Research. https://www.atlantis-press.com/proceedings/icamr-18/55916844
Arsuk, S. (2019). Yedinci sinif öğrencilerine verilen üstbiliş destekli problem çözme öğretiminin problem çözme başarisi ve üstbiliş becerilere etkisi (Yayımlanmamış yüksek lisans tezi). Uludağ Üniversitesi, Bursa, Türkiye.
Arum, R. P., Widjajanti, D. B., & Retnawati, H. (2019). Metacognitive awareness: how it affects mathematical problem-solving process. Journal of Physics: Conference Series, 1320. IOP Publishing. https://doi.org/10.1088/1742-6596/1320/1/012054
Aşık, G., & Erktin, E. (2019). Metacognitive experiences: Mediating the relationship between metacognitive knowledge and problem solving. Education and Science, 44(197), 85-103. http://dx.doi.org/10.15390/EB.2019.7199
Aydın, U., & Ubuz, B. (2010). Üstbiliş Yetiler Envanteri'nin Türkçeye uyarlaması: Geçerlik çalışması. Eğitim ve Bilim, 35(157), 35-45.
Baker, L., & Brown, A. L. (1980). Metacognitive skills and reading. Technical report No. 188. https://files.eric.ed.gov/fulltext/ED195932.pdf
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalf, & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435-447. https://doi.org/10.1177/002221940103400505
Erbaş, A. K., & Okur, S. (2012). Researching students’ strategies, episodes, and metacognitions in mathematical problem solving. Quality & Quantity, 46(1), 89-102. https://doi.org/10.1007/s11135-010-9329-5
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Gray, S. S. (1991). Ideas in practice: Metacognition and mathematical problem solving. Journal of Developmental Education, 14(3), 24-28. www.jstor.org/stable/42775523
Izzati, L. R., & Mahmudi, A. (2018). The influence of metacognition in mathematical problem solving. Journal of Physics: Conference Series, 1097. IOP Publishing. https://doi.org/10.1088/1742-6596/1097/1/012107
Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7, 133-149. https://doi.org/10.1007/s11409-012-9088-x
Kan, A. (2009). Ölçme sonuçları üzerinde istatistiksel işlemler. H. Atılgan (Ed.), Eğitimde ölçme ve değerlendirme (ss.397–456). Ankara: Anı Yayıncılık.
Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-231. https://doi.org/10.3200/JOER.99.4.218-231
Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM Mathematics Education, 46, 465-480. https://doi.org/10.1007/s11858-014-0599-6
Lestari, W., Pratama, L. D., & Jailani, J. (2018). Metacognitive skills in mathematics problem solving. DAYA MATEMATIS: Jurnal Inovasi Pendidikan Matematika, 6(3), 286-295. https://doi.org/10.26858/jds.v6i3.8537
Livingston, J. A. (2003). Metacognition: An overview. https://eric.ed.gov/?id=ED474273
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699. https://doi.org/10.1177/003172170608700916
Özcan, Z. C. (2016). The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408-420. https://doi.org/10.1080/0020739X.2015.1080313
Özcan, Z. C., & Gümüş, A. E. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134. https://doi.org/10.1177/0004944119840073
Özcan, Z. C., İmamoğlu, Y., & Bayraklı, V. K. (2017). Analysis of sixth grade students’ think-aloud processes while solving a non-routine mathematical problem. Educational Sciences: Theory & Practice, 17(1), 129-144. https://doi.org/10.12738/estp.2017.1.2680
Özsoy, G. (2011). An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Education Review, 12, 227-235. https://doi.org/10.1007/s12564-010-9129-6
Özsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82. https://www.iejee.com/index.php/IEJEE/article/view/278
Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking & Reasoning, 16(3), 198-220. https://doi.org/10.1080/13546783.2010.509052
Polya, G. (1973). How to solve it (2nd ed.). New Jersey, NJ: Princeton University Press.
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. https://doi.org/10.1111/j.1949-8594.2001.tb18026.x
Rakhmatova, A. A. (2020). The impact of tutors’ metacognitive awareness on students’ metacognitive awareness and academic performance (Unpublished master thesis). Mississippi State University, United States.
Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM Mathematics Education, 42, 149-161. https://doi.org/10.1007/s11858-010-0240-2
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C., (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51- 79.
Susilo, M. B., & Retnawati, H. (2018). An analysis of metacognition and mathematical self-efficacy toward mathematical problem solving ability. Journal of Physics: Conference Series, 1097. IOP Publishing.
Sweeney, C. M. (2010). The metacognitive functioning of middle school students with and without learning disabilities during mathematical problem solving (Unpublished doctoral dissertation). Miami University, United States.
Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55. https://doi.org/10.1046/j.0266-4909.2003.00005.x
Yang, C. T. & Lee, S. Y. (2013). The effect of instruction in cognitive and metacognitive strategies on nonth-grade students' metacognitive abilities. New Waves-Educational Research & Development, 16(1), 46-55.
Metacognitive Skills and Non-Routine Problem Solving Achievements of Eighth and Ninth Grade Students: Kosovo and Turkey Samples
Year 2020,
Volume: 3 Issue: 2, 154 - 172, 25.12.2020
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.
Ajisuksmo, C. R. P., & Saputri, G. R. (2017). The influence of attitudes towards mathematics, and metacognitive awareness on mathematics achievements. Creative Education, 8, 486-497. https://doi.org/10.4236/ce.2017.83037
Akın, A., Abacı, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678.
Anggo, M., Suhar, M., & Kansil, Y. E. Y. (2019). Student’s metacognitive activities in solving mathematics problems. In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018), 227. Advances in Social Science, Education and Humanities Research. https://www.atlantis-press.com/proceedings/icamr-18/55916844
Arsuk, S. (2019). Yedinci sinif öğrencilerine verilen üstbiliş destekli problem çözme öğretiminin problem çözme başarisi ve üstbiliş becerilere etkisi (Yayımlanmamış yüksek lisans tezi). Uludağ Üniversitesi, Bursa, Türkiye.
Arum, R. P., Widjajanti, D. B., & Retnawati, H. (2019). Metacognitive awareness: how it affects mathematical problem-solving process. Journal of Physics: Conference Series, 1320. IOP Publishing. https://doi.org/10.1088/1742-6596/1320/1/012054
Aşık, G., & Erktin, E. (2019). Metacognitive experiences: Mediating the relationship between metacognitive knowledge and problem solving. Education and Science, 44(197), 85-103. http://dx.doi.org/10.15390/EB.2019.7199
Aydın, U., & Ubuz, B. (2010). Üstbiliş Yetiler Envanteri'nin Türkçeye uyarlaması: Geçerlik çalışması. Eğitim ve Bilim, 35(157), 35-45.
Baker, L., & Brown, A. L. (1980). Metacognitive skills and reading. Technical report No. 188. https://files.eric.ed.gov/fulltext/ED195932.pdf
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Yayıncılık.
Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalf, & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
Desoete, A., Roeyers, H., & Buysse, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(5), 435-447. https://doi.org/10.1177/002221940103400505
Erbaş, A. K., & Okur, S. (2012). Researching students’ strategies, episodes, and metacognitions in mathematical problem solving. Quality & Quantity, 46(1), 89-102. https://doi.org/10.1007/s11135-010-9329-5
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
Gray, S. S. (1991). Ideas in practice: Metacognition and mathematical problem solving. Journal of Developmental Education, 14(3), 24-28. www.jstor.org/stable/42775523
Izzati, L. R., & Mahmudi, A. (2018). The influence of metacognition in mathematical problem solving. Journal of Physics: Conference Series, 1097. IOP Publishing. https://doi.org/10.1088/1742-6596/1097/1/012107
Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7, 133-149. https://doi.org/10.1007/s11409-012-9088-x
Kan, A. (2009). Ölçme sonuçları üzerinde istatistiksel işlemler. H. Atılgan (Ed.), Eğitimde ölçme ve değerlendirme (ss.397–456). Ankara: Anı Yayıncılık.
Kramarski, B., & Mizrachi, N. (2006). Online discussion and self-regulated learning: Effects of instructional methods on mathematical literacy. The Journal of Educational Research, 99(4), 218-231. https://doi.org/10.3200/JOER.99.4.218-231
Lee, N. H., Yeo, D. J. S., & Hong, S. E. (2014). A metacognitive-based instruction for Primary Four students to approach non-routine mathematical word problems. ZDM Mathematics Education, 46, 465-480. https://doi.org/10.1007/s11858-014-0599-6
Lestari, W., Pratama, L. D., & Jailani, J. (2018). Metacognitive skills in mathematics problem solving. DAYA MATEMATIS: Jurnal Inovasi Pendidikan Matematika, 6(3), 286-295. https://doi.org/10.26858/jds.v6i3.8537
Livingston, J. A. (2003). Metacognition: An overview. https://eric.ed.gov/?id=ED474273
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699. https://doi.org/10.1177/003172170608700916
Özcan, Z. C. (2016). The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408-420. https://doi.org/10.1080/0020739X.2015.1080313
Özcan, Z. C., & Gümüş, A. E. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1), 116-134. https://doi.org/10.1177/0004944119840073
Özcan, Z. C., İmamoğlu, Y., & Bayraklı, V. K. (2017). Analysis of sixth grade students’ think-aloud processes while solving a non-routine mathematical problem. Educational Sciences: Theory & Practice, 17(1), 129-144. https://doi.org/10.12738/estp.2017.1.2680
Özsoy, G. (2011). An investigation of the relationship between metacognition and mathematics achievement. Asia Pacific Education Review, 12, 227-235. https://doi.org/10.1007/s12564-010-9129-6
Özsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82. https://www.iejee.com/index.php/IEJEE/article/view/278
Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking & Reasoning, 16(3), 198-220. https://doi.org/10.1080/13546783.2010.509052
Polya, G. (1973). How to solve it (2nd ed.). New Jersey, NJ: Princeton University Press.
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. https://doi.org/10.1111/j.1949-8594.2001.tb18026.x
Rakhmatova, A. A. (2020). The impact of tutors’ metacognitive awareness on students’ metacognitive awareness and academic performance (Unpublished master thesis). Mississippi State University, United States.
Schneider, W., & Artelt, C. (2010). Metacognition and mathematics education. ZDM Mathematics Education, 42, 149-161. https://doi.org/10.1007/s11858-010-0240-2
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475.
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C., (2002). Measures of children's knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51- 79.
Susilo, M. B., & Retnawati, H. (2018). An analysis of metacognition and mathematical self-efficacy toward mathematical problem solving ability. Journal of Physics: Conference Series, 1097. IOP Publishing.
Sweeney, C. M. (2010). The metacognitive functioning of middle school students with and without learning disabilities during mathematical problem solving (Unpublished doctoral dissertation). Miami University, United States.
Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55. https://doi.org/10.1046/j.0266-4909.2003.00005.x
Yang, C. T. & Lee, S. Y. (2013). The effect of instruction in cognitive and metacognitive strategies on nonth-grade students' metacognitive abilities. New Waves-Educational Research & Development, 16(1), 46-55.
Aydın, B., Dinc, E., Sezgin Memnun, D., Moyu Yıldırım, M. (2020). Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği. Uluslararası Bilim Ve Eğitim Dergisi, 3(2), 154-172. https://doi.org/10.47477/ubed.818879
AMA
Aydın B, Dinc E, Sezgin Memnun D, Moyu Yıldırım M. Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği. IJSE. December 2020;3(2):154-172. doi:10.47477/ubed.818879
Chicago
Aydın, Bünyamin, Emre Dinc, Dilek Sezgin Memnun, and Münevver Moyu Yıldırım. “Sekizinci Ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri Ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova Ve Türkiye Örneği”. Uluslararası Bilim Ve Eğitim Dergisi 3, no. 2 (December 2020): 154-72. https://doi.org/10.47477/ubed.818879.
EndNote
Aydın B, Dinc E, Sezgin Memnun D, Moyu Yıldırım M (December 1, 2020) Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği. Uluslararası Bilim ve Eğitim Dergisi 3 2 154–172.
IEEE
B. Aydın, E. Dinc, D. Sezgin Memnun, and M. Moyu Yıldırım, “Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği”, IJSE, vol. 3, no. 2, pp. 154–172, 2020, doi: 10.47477/ubed.818879.
ISNAD
Aydın, Bünyamin et al. “Sekizinci Ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri Ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova Ve Türkiye Örneği”. Uluslararası Bilim ve Eğitim Dergisi 3/2 (December 2020), 154-172. https://doi.org/10.47477/ubed.818879.
JAMA
Aydın B, Dinc E, Sezgin Memnun D, Moyu Yıldırım M. Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği. IJSE. 2020;3:154–172.
MLA
Aydın, Bünyamin et al. “Sekizinci Ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri Ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova Ve Türkiye Örneği”. Uluslararası Bilim Ve Eğitim Dergisi, vol. 3, no. 2, 2020, pp. 154-72, doi:10.47477/ubed.818879.
Vancouver
Aydın B, Dinc E, Sezgin Memnun D, Moyu Yıldırım M. Sekizinci ve Dokuzuncu Sınıf Öğrencilerinin Üstbiliş Becerileri ile Rutin Olmayan Problemleri Çözme Başarıları: Kosova ve Türkiye Örneği. IJSE. 2020;3(2):154-72.