BibTex RIS Kaynak Göster

Üniversite Öğrencilerinin Üst Biliş Düzeylerinin Çeşitli Değişkenler Açısından incelenmesi

Yıl 2011, Cilt: 20 Sayı: 3, 145 - 160, 01.09.2011

Öz

The main purpose of this study is to find out the perceived metacognition level of university students and to identify whether metacognition levels display significant differences in terms of various variables The study was designed in the relational sampling model and the participants were 1745 students enrolling Faculty of Veterinary Science Faculty of Science and Letters and Faculty of Economics and Administrative Sciences at Kafkas University After the elimination of missing and invalid data the number of students participating in the study was 1083 The data were collected through “Metacognition 30” scale and “Personal Information Form” aiming at identifying the participants’ socio demographic characteristics Results obtained from the metacognition scale showed that university students got the highest scores in the cognitive awareness sub dimension Findings also showed that there were significant differences in favour of female students in terms of the dimensions of total metacognition cognitive confidence and need to control thinking As to the faculties they enroll students in the Faculty of Economics and Administrative Sciences displayed a significant difference in the dimension of cognitive awareness Analysis regarding the grade level indicates that average mean scores of the fifth graders were lower than other grades in the dimensions of uncontrollableness and danger Key words: Metacognition university students thinking

Kaynakça

  • Azevedo R., Grene J. A. ve Moos D. C. (2007). „„The effect of a human agent‟s external regulation upon college students‟ hypermedia learning‟‟, Metacognition Learning 2(2- 3), s.67–87.
  • Bannert M. ve Mengelkamp C. (2008). „„Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?‟‟, Metacognition Learning, 3(1), s. 39–58.
  • Balcı, G. (2007). „„İlköğretim beşinci sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi‟‟, Yüksek Lisans Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bidjerano T.(2010). „„Self-Conscious Emotions in Response to Perceived Failure: A Structural Equation Model‟‟, The Journal of Experimental Education, 78, s. 318–342.
  • Cooper, S. S. (2004). Metacognition in the adult leaner. Unpublished master's thesis, Weber State University, Ogden, UT. Retrieved May 31, 2007, from http:www. lifecircles-inc.com/metacognition.htm.
  • Cooper, F. (2008). „„An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students‟‟, Ph. Dissertation, Capella University.
  • Dearnley, C. & Matthew, B. (2007). „„Factors that contribute to undergraduate student success‟‟, Teaching in Higher Education, 12, s. 377-391.
  • Demir, Ö. (2009). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin altıncı sınıf sosyal bilgiler dersinde öğrencilerin epistemolojik inançlarına, bilişsel farkındalık becerilerine, akademik başarılarına ve bunların kalıcılıklarına etkisi, Yayınlanmamış Doktora Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Demir-Gülşen, M. (2000). “A model to investigate probability and mathematics achievement in terms of cognitive, metacognitive and affective variables”, B.S. Thesis, İstanbul: Boğaziçi University The Institute of Science and Engineering.
  • Desoete A. (2008). „„Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get‟‟, Metacognition Learning, (3) 3, s. 189– 206.
  • Doğanay, A. ve Ünal F. (2006). „„Eleştirel düşünmenin öğretimi‟‟, A. Şimşek (Editör), İçerik Türlerine Dayalı Öğretim, s. 207–264, Ankara: Nobel Yayınları.
  • Erksine Dana L., (2009). “Effect of prompted reflection and metacognitive skill instruction on University Freshmen‟s use of metacognition‟‟, Unpublished Doctor Thesis, Brigham Young University, Department of Instructional Psychology and Technology.
  • Flavell, J.H. (2000). “Development of children‟s knowledge about the mental world”, International Journal of Behavioral Development, 24(1), s.15–23.
  • Gallagher, S.A. (1997). „„Problem based learning: Where did it come from, what does ıt do, and where is it going‟‟. Journal of the Educaion of the Gifted, 20(4), s. 332–362.
  • Georghiades, P. (2004), „„Making pupils‟ conceptions of electricity more durable by means of situated metacognition‟‟, International Journal of Science Education, 26 (1), s.85–99.
  • Gelen, İ. (2003). „„Bilişsel farkındalık stratejilerinin türkçe dersine ilişkin tutum, okuduğunu anlama ve kalıcılığa Etkisi‟‟, Yayınlanmamış Doktora Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in Learning and Instruction: Theory, Research and Practice (pp. 33 - 63). Boston: Kluwer.
  • Harrison, M., Short, C., & Roberts, C. (2003). “Reflecting on reflective learning: The case of geography, earth and environmental sciences‟‟, Journal of Geography in Higher Education, 27, s.133-152.
  • Hoffmann, D. J. (2000). “Metacognition and multiplicity: The arts as models and agents‟‟, Educational Psychology Review, 12, s.339-359.
  • Jing, H. (2006). “Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas‟‟, Language Teaching Research,10, s.95-117.
  • Kramarski B. (2008). „„Promoting teachers‟ algebraic reasoning and self-regulation with metacognitive guidance‟‟, Metacognition Learning 3(2), s. 83–99.
  • Küçük-Özcan, Z.Ç. (2000), “Teaching metacognitive strategies to 6th grade students”, B.S. Dissertation, İstanbul: Boğaziçi University The Institute of Science and Engineering.
  • Lourenco, O. & Machado, A. (1996). „„In defense of Piaget‟s theory: a reply to 10 common criticisms‟‟, Psychological Review, 103, s. 143–164.
  • Magno, C. (2010). „„The role of metacognitive skills in developing critical thinking‟‟, Metacognition and Learning, 5 (2), s.137-156.
  • Marzano, R. J., Brandt R. S., Hughes C. S., Jones B. F., Rankin S. C. ve Suhor C. (1995). Düşünmenin Boyutları: Program ve Öğretim İçin Bir Model (A. Doğanay ve Kara Z., Çev.), Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 1(11), s. 25-38.
  • Mevarech Z. R. ve Amrany C. (2008). „„Immediate and delayed effects of meta- cognitive instruction on regulation of cognition and mathematics achievement‟‟, Metacognition Learning 3(2), s.147–157.
  • Pappas, S., Ginsburg, H.P., & Jiang, M. (2003). „„SES differences in young children‟s metacognition in the context of mathematical problem solving‟‟, Cognitive Development. 18, s.431–450.
  • Rogoff, B. & Chavajay, P. (1995). „„What‟s become of research on the cultural basis of cognitive development?‟‟, American Psychologist, 50, s.859–877.
  • Shamir, A., Gida, C., ve Mevarech, Z. R. (2008). The assessment of meta-cognition in different contexts: individualized and peer assisted learning. Paper presented at the annual meeting of AERA, NY.
  • Serpell, R. & Boykin, A. W. (1994). Cultural dimensions of cognition: a multiplex, dynamic system of constraints and possibilities, in: R. J. Sternberg (Ed.) Handbook of perception and cognition, Vol.2: Thinking and problem solving (Orlando, FL, Academic Press), s. 369–408.
  • Serpell, R. (2000). Intelligence and culture, in: R. J. Sternberg (Ed.) Handbook of intelligence (Cambridge, Cambridge University Press), s. 549–577.
  • Sigler, E. A., & Tallen-Runnels, M. K. (2006). „„Examining the validity of scores from an instrument designed to measure metacognition of problem solving‟‟,The Journal of General Psychology, 133, s. 257-276.
  • Tosun, A. ve Irak, M. (2008). „„Üstbiliş Ölçeği-30‟un Türkçe Uyarlaması, Geçerliği, Güvenirliği, Kaygı ve Obsesif-Kompülsif Belirtilerle İlişkisi‟‟, Türk Psikiyatri Dergisi. 19(1), s.67-80.
  • Tunçman, N. (1994). “Effects of training preparatory school of EFL students at Middle East Technical University in a metacognitive strategy for reading academic texts”, M.A. Thesis, Ankara: Bilkent University, The Institute of Humanities and Letters.
  • Vygotsky L. S. (1978), Mind in society: the development of higher psychological Process. Cambridge: Harvard University Press, MA.
  • Vrugt A. ve Oort F. J. (2008). „„Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement‟‟, Metacognition Learning 3(2), s.123–146.
  • Zhang L. (2010). „„Do thinking styles contribute to metacognition beyond self-rated abilities?‟‟, Educational Psychology, 30 (4), s. 481-494.
  • Zohar, A. ve Ben David A. (2008). „„Explicit teaching of meta-strategic knowledge in authentic classroom situations‟‟, Metacognition Learning. 3(1), ss.59–82.

Üniversite Öğrencilerinin Üst Biliş Düzeylerinin Çeşitli Değişkenler Açısından incelenmesi

Yıl 2011, Cilt: 20 Sayı: 3, 145 - 160, 01.09.2011

Öz

Bu araştırmanın temel amacı üniversite öğrencilerinin algıladıkları üst biliş düzeylerini belirlemek ve üst biliş düzeylerinin çeşitli değişkenler açısından anlamlı bir farklılık gösterip göstermediğini ortaya koymaktır İlişkisel tarama modelinde yürütülmüş bu araştırmanın örneklemini Kafkas Üniversitesi Eğitim Veteriner Fen Edebiyat ve İktisadi ve İdari Bilimler Fakültelerine devam eden toplam 1745 öğrenci oluşturmuştur Kayıp veriler elendikten sonra araştırmanın örneklemi toplam 1083 öğrenciden oluşmuştur Araştırmada veri toplama aracı olarak sosyo demografik özelliklerin belirlenmesi amacıyla “Kişisel Bilgi Formu” ve “Üst Biliş 30 Ölçeği” kullanılmıştır Araştırmanın sonucunda üniversite öğrencilerinin üst biliş ölçeğinde en yüksek puanı bilişsel farkındalık alt boyutunda aldıkları görülmüştür Yine elde edilen bulgulara göre öğrencilerin cinsiyetlerine göre üst biliş toplam bilişsel güven ve düşünce kontrol ihtiyacı boyutlarında kız öğrenciler lehine; öğrenim gördükleri fakültelere göre ise bilişsel farkındalık boyutunda İktisadi İdari Bilimler fakültesi lehine anlamlı bir farklılık olduğu görülmüştür Sınıf düzeylerine göre incelendiğinde ise üst biliş ölçeğinin kontrol edilemezlik ve tehlike boyutunda beşinci sınıf ortalamasının dördüncü birinci ikinci ve üçüncü sınıf öğrencilerine göre daha düşük olduğu görülmüştür Anahtar kelimeler: Üst biliş üniversite öğrencileri düşünme An Investigation Of University Students’ Metacognition Levels In Terms Of Various Variables

Kaynakça

  • Azevedo R., Grene J. A. ve Moos D. C. (2007). „„The effect of a human agent‟s external regulation upon college students‟ hypermedia learning‟‟, Metacognition Learning 2(2- 3), s.67–87.
  • Bannert M. ve Mengelkamp C. (2008). „„Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning?‟‟, Metacognition Learning, 3(1), s. 39–58.
  • Balcı, G. (2007). „„İlköğretim beşinci sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi‟‟, Yüksek Lisans Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Bidjerano T.(2010). „„Self-Conscious Emotions in Response to Perceived Failure: A Structural Equation Model‟‟, The Journal of Experimental Education, 78, s. 318–342.
  • Cooper, S. S. (2004). Metacognition in the adult leaner. Unpublished master's thesis, Weber State University, Ogden, UT. Retrieved May 31, 2007, from http:www. lifecircles-inc.com/metacognition.htm.
  • Cooper, F. (2008). „„An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students‟‟, Ph. Dissertation, Capella University.
  • Dearnley, C. & Matthew, B. (2007). „„Factors that contribute to undergraduate student success‟‟, Teaching in Higher Education, 12, s. 377-391.
  • Demir, Ö. (2009). Bilişsel koçluk yöntemiyle öğretilen bilişsel farkındalık stratejilerinin altıncı sınıf sosyal bilgiler dersinde öğrencilerin epistemolojik inançlarına, bilişsel farkındalık becerilerine, akademik başarılarına ve bunların kalıcılıklarına etkisi, Yayınlanmamış Doktora Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü. Demir-Gülşen, M. (2000). “A model to investigate probability and mathematics achievement in terms of cognitive, metacognitive and affective variables”, B.S. Thesis, İstanbul: Boğaziçi University The Institute of Science and Engineering.
  • Desoete A. (2008). „„Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get‟‟, Metacognition Learning, (3) 3, s. 189– 206.
  • Doğanay, A. ve Ünal F. (2006). „„Eleştirel düşünmenin öğretimi‟‟, A. Şimşek (Editör), İçerik Türlerine Dayalı Öğretim, s. 207–264, Ankara: Nobel Yayınları.
  • Erksine Dana L., (2009). “Effect of prompted reflection and metacognitive skill instruction on University Freshmen‟s use of metacognition‟‟, Unpublished Doctor Thesis, Brigham Young University, Department of Instructional Psychology and Technology.
  • Flavell, J.H. (2000). “Development of children‟s knowledge about the mental world”, International Journal of Behavioral Development, 24(1), s.15–23.
  • Gallagher, S.A. (1997). „„Problem based learning: Where did it come from, what does ıt do, and where is it going‟‟. Journal of the Educaion of the Gifted, 20(4), s. 332–362.
  • Georghiades, P. (2004), „„Making pupils‟ conceptions of electricity more durable by means of situated metacognition‟‟, International Journal of Science Education, 26 (1), s.85–99.
  • Gelen, İ. (2003). „„Bilişsel farkındalık stratejilerinin türkçe dersine ilişkin tutum, okuduğunu anlama ve kalıcılığa Etkisi‟‟, Yayınlanmamış Doktora Tezi, Adana: Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in Learning and Instruction: Theory, Research and Practice (pp. 33 - 63). Boston: Kluwer.
  • Harrison, M., Short, C., & Roberts, C. (2003). “Reflecting on reflective learning: The case of geography, earth and environmental sciences‟‟, Journal of Geography in Higher Education, 27, s.133-152.
  • Hoffmann, D. J. (2000). “Metacognition and multiplicity: The arts as models and agents‟‟, Educational Psychology Review, 12, s.339-359.
  • Jing, H. (2006). “Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas‟‟, Language Teaching Research,10, s.95-117.
  • Kramarski B. (2008). „„Promoting teachers‟ algebraic reasoning and self-regulation with metacognitive guidance‟‟, Metacognition Learning 3(2), s. 83–99.
  • Küçük-Özcan, Z.Ç. (2000), “Teaching metacognitive strategies to 6th grade students”, B.S. Dissertation, İstanbul: Boğaziçi University The Institute of Science and Engineering.
  • Lourenco, O. & Machado, A. (1996). „„In defense of Piaget‟s theory: a reply to 10 common criticisms‟‟, Psychological Review, 103, s. 143–164.
  • Magno, C. (2010). „„The role of metacognitive skills in developing critical thinking‟‟, Metacognition and Learning, 5 (2), s.137-156.
  • Marzano, R. J., Brandt R. S., Hughes C. S., Jones B. F., Rankin S. C. ve Suhor C. (1995). Düşünmenin Boyutları: Program ve Öğretim İçin Bir Model (A. Doğanay ve Kara Z., Çev.), Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 1(11), s. 25-38.
  • Mevarech Z. R. ve Amrany C. (2008). „„Immediate and delayed effects of meta- cognitive instruction on regulation of cognition and mathematics achievement‟‟, Metacognition Learning 3(2), s.147–157.
  • Pappas, S., Ginsburg, H.P., & Jiang, M. (2003). „„SES differences in young children‟s metacognition in the context of mathematical problem solving‟‟, Cognitive Development. 18, s.431–450.
  • Rogoff, B. & Chavajay, P. (1995). „„What‟s become of research on the cultural basis of cognitive development?‟‟, American Psychologist, 50, s.859–877.
  • Shamir, A., Gida, C., ve Mevarech, Z. R. (2008). The assessment of meta-cognition in different contexts: individualized and peer assisted learning. Paper presented at the annual meeting of AERA, NY.
  • Serpell, R. & Boykin, A. W. (1994). Cultural dimensions of cognition: a multiplex, dynamic system of constraints and possibilities, in: R. J. Sternberg (Ed.) Handbook of perception and cognition, Vol.2: Thinking and problem solving (Orlando, FL, Academic Press), s. 369–408.
  • Serpell, R. (2000). Intelligence and culture, in: R. J. Sternberg (Ed.) Handbook of intelligence (Cambridge, Cambridge University Press), s. 549–577.
  • Sigler, E. A., & Tallen-Runnels, M. K. (2006). „„Examining the validity of scores from an instrument designed to measure metacognition of problem solving‟‟,The Journal of General Psychology, 133, s. 257-276.
  • Tosun, A. ve Irak, M. (2008). „„Üstbiliş Ölçeği-30‟un Türkçe Uyarlaması, Geçerliği, Güvenirliği, Kaygı ve Obsesif-Kompülsif Belirtilerle İlişkisi‟‟, Türk Psikiyatri Dergisi. 19(1), s.67-80.
  • Tunçman, N. (1994). “Effects of training preparatory school of EFL students at Middle East Technical University in a metacognitive strategy for reading academic texts”, M.A. Thesis, Ankara: Bilkent University, The Institute of Humanities and Letters.
  • Vygotsky L. S. (1978), Mind in society: the development of higher psychological Process. Cambridge: Harvard University Press, MA.
  • Vrugt A. ve Oort F. J. (2008). „„Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement‟‟, Metacognition Learning 3(2), s.123–146.
  • Zhang L. (2010). „„Do thinking styles contribute to metacognition beyond self-rated abilities?‟‟, Educational Psychology, 30 (4), s. 481-494.
  • Zohar, A. ve Ben David A. (2008). „„Explicit teaching of meta-strategic knowledge in authentic classroom situations‟‟, Metacognition Learning. 3(1), ss.59–82.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yrd.doç.dr.özden Demir Bu kişi benim

Yrd.doç.dr. Suna Kaymak Özmen Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2011
Gönderilme Tarihi 29 Aralık 2013
Yayımlandığı Sayı Yıl 2011 Cilt: 20 Sayı: 3

Kaynak Göster

APA Demir, Y., & Özmen, Y. S. K. (2011). Üniversite Öğrencilerinin Üst Biliş Düzeylerinin Çeşitli Değişkenler Açısından incelenmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 145-160.