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Yıl 2008, Cilt: 2 Sayı: 17, 147 - 158, 01.05.2008
https://doi.org/10.11616/AbantSbe.225

Öz

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Kaynakça

  • Açıkgöz, K.Ü. (2000). Etkili Öğrenme ve Öğretme (Üçüncü Baskı). Kanyılmaz Matbaası: İzmir.
  • Açıkgöz, K.Ü. (2002). Aktif Öğrenme (Birinci Baskı). Eğitim Dünyası Yayınları: İzmir.
  • Baird, J.R., & Mitchell, I.J. (1986). Improving The Quality of Teaching and Learning: An Australian Case Study -The PEEL Project. Melbourne: Monash University.
  • Baird, J.R., & Northfield, J.R. (1992). Learning from the PEEL Experience. Melbourne: Monash University.
  • Beeth, M.E. (1998). Teaching for Conceptual Change: Using Status as a Metacognitive Tool. Science Education, 82:343–356.
  • Blank, L.M. (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?. Science Education, 84: 486–506.
  • Butler, D.L., & Winne, P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281.
  • Crotty, T. (1994). Integrating distance learning activities to enhance teacher education toward the constructivist paradigm of teaching and learning. In Distance learning research conferece proceeding (pp.31-37). College Station, TX: Department of education and Human resource Development, Texas A & M University.
  • Cooper, M., Urena, S., S. & Stevens, R. (2008). Reliable mutli method assessment of metacognition use in chemistry problem solving, Chemistry Education Research and Practice, 9, 18-24
  • Eggen, P. ve Kauchak, D. (2001). Educational Psychology, New Jersey, USA
  • Flavell, J.H. (1987). Speculations about the Nature and the Development of Metacognition. In F.E. Weinert & R.H. Kluwe (Editörler), Metacognition, Motivation, and Understanding (21-29). Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers.
  • Gauld, C. (1986). Model, Meters and Memory. Research in Science Education, 16: 49- 54.
  • Georghiades, P. (2004). Making Pupils‟ Conceptions of Electricity More Durable By Means Of Situated Metacognition, International Journal of Science Education, 26 (1), 85-99.
  • Gunstone, R.F., & Mitchell, I.J. (1998). Metacognition and Conceptual Change. In J.J. Mintzes, J.H. Wandersee & J.D. Novak (Editörler) Teaching Science for Understanding: A Human Constructivist View (133-163). San Diego: Academic Press.
  • Karasar, N. (2000). Bilimsel Araştırma Yöntemleri, Ankara: Nobel Yayın Dağıtım
  • Kimmel, M.S. (2000). The gender society. Oxford University press.
  • Kirby, J.R., & Ashman, A.F. (1984). Planning Skills and Mathematics Achievement: Implications Regarding Learning Disability. Journal of Psychoeducational Assessment, 2:9-22.
  • Lowe, P.A., Mayfield, J.W., & Reynold, C.R. (2003). Gender differences in memory test performance among children and adolescent. Archives of Clinical Neuropsychology, 18; 865-878.
  • Maccoby, E.E., & Jacklin, C.N. (1974). The psychology of sex differences. Stanford: Stanford University Press.
  • Martinez, M.E. (2006). What Is Metacognition? Phi Delta Kapan, 67; 696-699
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 Ve 8. Sınıflar ) Öğretim Programı. 21 Eylül 2005, http://ttkb.meb.gov.tr/anasayfa.htmadresinden indirilmiştir.
  • Paris, S.G., & Jacobs, J.E. (1984). The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills. Child Development, 55: 2083- 2093.
  • Rhode, D.L. (1990). Theoretical perspectives on sexual difference. In D. L. Rhode (Ed.), Theoretical perspectives on sexual difference (pp. 1-9). New Haven and London: Yale University pres.
  • Spence, J.D., Yore, D.L & Williams, R.L. (1999). The effects of Explicit Science reading Instruction on selected grade 7 Students‟ metacognition and Comprehension of Specific Science Text. Journal of Elementary Science Education, 11: 15-30.
  • Thomas, G.P., & McRobbie, C. J. (2001). Using a Metaphor for Learning to Improve Students‟ Metacognition in the Chemistry Classroom. Journal of Research in Science Teaching, 38: 222–259.
  • Victor, A.M. (2004). The Effects of Metacognitive Instruction on the Planning and Academic Achievement of First Grade and Second Grade Children. Yayınlanmamış Doktora Tezi. Illinois Institute of Technology, 23.02.2005 tarihinde ProQuest Digital Dissertations‟tan alınmıştır.
  • Yıldız, E.,. ve Ergin, Ö. (2007). Bilişüstü ve Fen öğretimi GÜ, Gazi Eğitim Fakültesi Dergisi, 27(3), 175-196.
  • Zion, M., Michalsky, T., & Mevarech, Z.R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills, International Journal of Science Education, 27; 957-983.

Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi

Yıl 2008, Cilt: 2 Sayı: 17, 147 - 158, 01.05.2008
https://doi.org/10.11616/AbantSbe.225

Öz

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Kaynakça

  • Açıkgöz, K.Ü. (2000). Etkili Öğrenme ve Öğretme (Üçüncü Baskı). Kanyılmaz Matbaası: İzmir.
  • Açıkgöz, K.Ü. (2002). Aktif Öğrenme (Birinci Baskı). Eğitim Dünyası Yayınları: İzmir.
  • Baird, J.R., & Mitchell, I.J. (1986). Improving The Quality of Teaching and Learning: An Australian Case Study -The PEEL Project. Melbourne: Monash University.
  • Baird, J.R., & Northfield, J.R. (1992). Learning from the PEEL Experience. Melbourne: Monash University.
  • Beeth, M.E. (1998). Teaching for Conceptual Change: Using Status as a Metacognitive Tool. Science Education, 82:343–356.
  • Blank, L.M. (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?. Science Education, 84: 486–506.
  • Butler, D.L., & Winne, P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281.
  • Crotty, T. (1994). Integrating distance learning activities to enhance teacher education toward the constructivist paradigm of teaching and learning. In Distance learning research conferece proceeding (pp.31-37). College Station, TX: Department of education and Human resource Development, Texas A & M University.
  • Cooper, M., Urena, S., S. & Stevens, R. (2008). Reliable mutli method assessment of metacognition use in chemistry problem solving, Chemistry Education Research and Practice, 9, 18-24
  • Eggen, P. ve Kauchak, D. (2001). Educational Psychology, New Jersey, USA
  • Flavell, J.H. (1987). Speculations about the Nature and the Development of Metacognition. In F.E. Weinert & R.H. Kluwe (Editörler), Metacognition, Motivation, and Understanding (21-29). Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers.
  • Gauld, C. (1986). Model, Meters and Memory. Research in Science Education, 16: 49- 54.
  • Georghiades, P. (2004). Making Pupils‟ Conceptions of Electricity More Durable By Means Of Situated Metacognition, International Journal of Science Education, 26 (1), 85-99.
  • Gunstone, R.F., & Mitchell, I.J. (1998). Metacognition and Conceptual Change. In J.J. Mintzes, J.H. Wandersee & J.D. Novak (Editörler) Teaching Science for Understanding: A Human Constructivist View (133-163). San Diego: Academic Press.
  • Karasar, N. (2000). Bilimsel Araştırma Yöntemleri, Ankara: Nobel Yayın Dağıtım
  • Kimmel, M.S. (2000). The gender society. Oxford University press.
  • Kirby, J.R., & Ashman, A.F. (1984). Planning Skills and Mathematics Achievement: Implications Regarding Learning Disability. Journal of Psychoeducational Assessment, 2:9-22.
  • Lowe, P.A., Mayfield, J.W., & Reynold, C.R. (2003). Gender differences in memory test performance among children and adolescent. Archives of Clinical Neuropsychology, 18; 865-878.
  • Maccoby, E.E., & Jacklin, C.N. (1974). The psychology of sex differences. Stanford: Stanford University Press.
  • Martinez, M.E. (2006). What Is Metacognition? Phi Delta Kapan, 67; 696-699
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 Ve 8. Sınıflar ) Öğretim Programı. 21 Eylül 2005, http://ttkb.meb.gov.tr/anasayfa.htmadresinden indirilmiştir.
  • Paris, S.G., & Jacobs, J.E. (1984). The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills. Child Development, 55: 2083- 2093.
  • Rhode, D.L. (1990). Theoretical perspectives on sexual difference. In D. L. Rhode (Ed.), Theoretical perspectives on sexual difference (pp. 1-9). New Haven and London: Yale University pres.
  • Spence, J.D., Yore, D.L & Williams, R.L. (1999). The effects of Explicit Science reading Instruction on selected grade 7 Students‟ metacognition and Comprehension of Specific Science Text. Journal of Elementary Science Education, 11: 15-30.
  • Thomas, G.P., & McRobbie, C. J. (2001). Using a Metaphor for Learning to Improve Students‟ Metacognition in the Chemistry Classroom. Journal of Research in Science Teaching, 38: 222–259.
  • Victor, A.M. (2004). The Effects of Metacognitive Instruction on the Planning and Academic Achievement of First Grade and Second Grade Children. Yayınlanmamış Doktora Tezi. Illinois Institute of Technology, 23.02.2005 tarihinde ProQuest Digital Dissertations‟tan alınmıştır.
  • Yıldız, E.,. ve Ergin, Ö. (2007). Bilişüstü ve Fen öğretimi GÜ, Gazi Eğitim Fakültesi Dergisi, 27(3), 175-196.
  • Zion, M., Michalsky, T., & Mevarech, Z.R. (2005). The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills, International Journal of Science Education, 27; 957-983.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Cengiz Tüysüz Bu kişi benim

Yunus Karakuyu Bu kişi benim

İbrahim Bilgin Bu kişi benim

Yayımlanma Tarihi 1 Mayıs 2008
Gönderilme Tarihi 30 Ekim 2014
Yayımlandığı Sayı Yıl 2008 Cilt: 2 Sayı: 17

Kaynak Göster

APA Tüysüz, C., Karakuyu, Y., & Bilgin, İ. (2008). Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(17), 147-158. https://doi.org/10.11616/AbantSbe.225
AMA Tüysüz C, Karakuyu Y, Bilgin İ. Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi. ASBİ. Mayıs 2008;2(17):147-158. doi:10.11616/AbantSbe.225
Chicago Tüysüz, Cengiz, Yunus Karakuyu, ve İbrahim Bilgin. “Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2, sy. 17 (Mayıs 2008): 147-58. https://doi.org/10.11616/AbantSbe.225.
EndNote Tüysüz C, Karakuyu Y, Bilgin İ (01 Mayıs 2008) Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2 17 147–158.
IEEE C. Tüysüz, Y. Karakuyu, ve İ. Bilgin, “Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi”, ASBİ, c. 2, sy. 17, ss. 147–158, 2008, doi: 10.11616/AbantSbe.225.
ISNAD Tüysüz, Cengiz vd. “Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2/17 (Mayıs 2008), 147-158. https://doi.org/10.11616/AbantSbe.225.
JAMA Tüysüz C, Karakuyu Y, Bilgin İ. Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi. ASBİ. 2008;2:147–158.
MLA Tüysüz, Cengiz vd. “Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi”. Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 2, sy. 17, 2008, ss. 147-58, doi:10.11616/AbantSbe.225.
Vancouver Tüysüz C, Karakuyu Y, Bilgin İ. Öğretmen Adaylarının Üst Biliş Düzeylerinin Belirlenmesi. ASBİ. 2008;2(17):147-58.

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E-posta: sbedergi@ibu.edu.tr