Okuma Stratejilerine Yönelik Üst Bilişsel Farkındalığın Problem Kurma Becerisini Yordama Düzeyi

Yıl 2023, Cilt: 7 Sayı: 2, 335 - 345, 30.04.2023

Hülya Altun , Melis Yeşilpınar Uyar

https://doi.org/10.34056/aujef.1233883

Cited By: 1

Öz

Araştırmanın amacı yedinci sınıf öğrencilerinin okuma stratejileri üst bilişsel farkındalıkları ile problem kurma beceri düzeyleri arasındaki yordamsal ilişkilerin incelenmesidir. Araştırmaya 373 yedinci sınıf öğrencisi katılmıştır. Araştırmanın verileri “Okuma Stratejileri Üst Bilişsel Farkındalık Ölçeği” ve “Problem Kurma Beceri Testi” kullanılarak toplanmıştır. Verilerin analizinde basit doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda yedinci sınıf öğrencilerinin okuma stratejileri üst bilişsel farkındalık düzeylerinin; problem kurma becerilerini anlamlı bir şekilde yordadığı ve problem kurma becerisindeki değişimin %42’sini anlamlı bir şekilde açıkladığı belirlenmiştir. Ulaşılan bu sonuçlar doğrultusunda; öğretmenlerin okuduğunu anlama ve bilişsel farkındalığın gelişimine yönelik, farklı okuma ve problem kurma stratejilerinin kullanımını içeren disiplinler arası problem kurma etkinlikleri planlamaları ve uygulamaları önerilmektedir.

Anahtar Kelimeler

matematik öğretimi, okuduğunu anlama, okuma stratejilerine yönelik üst bilişsel farkındalık, problem kurma becerisi, yedinci sınıf öğrencileri

The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill

Öz

The aim of the study was analyzing the predictive relations between reading strategies metacognitive awareness and problem posing skills of seventh grade students. Within the study, 373 seventh grade students participated. The data of the study was collected using “Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Skills Test”. Through the analysis of the data, simple linear regression analysis was used. As a result of the study, it was determined that reading strategies metacognitive awareness levels of seventh grade students significantly predicted problem posing skills and explained 42% of the change in problem posing skills. In line with these results; it is recommended that teachers plan and implement interdisciplinary problem posing activities that include the use of different reading and problem posing strategies for the development of reading comprehension and cognitive awareness.

Anahtar Kelimeler

mathematics teaching, reading comprehension, metacognitive awareness of reading strategies, problem posing skill, seventh grade students

Kaynakça

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