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Yıl 2013, Cilt: 44 Sayı: 44, 133 - 148, 01.06.2013

Özden Demir

Öz

The main purpose of this study is to compare the level of using metacognitive strategies during study between high an low achieving prospective classroom teachers. Qualitative method was selected as design of the study. In addition, a semi-structured interview was also done with selected prospective classroom teachers to learn about how they use metacogtive strategies in their learning. Population of the study was prospective primary school education studying at the Kafkas Faculty of Education. A sample consisting of 30 prospective teachers was selected from the sample to interview. In analyzing qualitative data, content analysis technique was preferred. In planning, organizing, self-monitoring and selfevaluating dimensions of the metacognition, views of the high achieving prospective teachers were found to be more positive than those of low achieving ones.

Anahtar Kelimeler

metacognition academic achievement study

Kaynakça

  • Aldrich, R. S. (2005). Cognitive coaching pratice in online environments. Unpublished ph. dissertation, Pepperdine Universty. Graduate School of Education and Psychology.
  • Azevedo R., Grene J. A. & Moos D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition Learning, 2(2-3), 67–87.
  • Balcı, G. (2007). İlköğretim beşinci sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi. Yüksek lisans tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana. Belet, D. ve Güven, M. (2011). Meta-cognitive strategy usage and epistemological beliefs of primary school teacher trainee. Educational Sciences: Theory and Practice, 11(1), 51-57.
  • Bannert M. & 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), 39–58.
  • Büyüköztürk, Ş., Çakmak K. E., Akgün Ö. E, Karadeniz Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Costa, L.A & Kallick B.(2000). Getting into the habit of reflection. Educational Leadershıp, 57(7), ss. 60–62.
  • Cooper, F. (2008). An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students. Ph. thesis, Capella University.
  • Curwen, M. S., Miller, R. W., Kimberly A. & Calfee, R. C. (2010). Increasing teachers' metacognition develops students' higher learning during content area literacy instruction: findings from the read-write cycle Project. Issues in Teacher Education, 19 (2).
  • Çalışkan, M. ve Sünbül, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (Primary education sixth grade Turkish course sample). Educational Sciences: Theory and Practice, 11 (1), 148-153.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get. Metacognition Learning, (3) 3, 189–206.
  • 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. Doktora tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
  • Doğanay, A. (Mart 1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2 (15), 34–42.
  • Doğanay, A. ve Öztürük, A. (2011). An investigation of experienced and inexperienced primary school teachers' teaching process in science and technology classes in terms of metacognitive strategies. Educational Sciences: Theory and Practice, 11 (3), 1320-1325.
  • Eggen, P. & Kauchak, D. (2001). Educational psychology. Windows on classrooms. Fifth Edition. New Jersey: Merrill Prentice Hall.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34, 906–911.
  • Flavell, J.H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23.
  • Gall, M. D., Gall, J. P., Jacobsen, D. R. & Bullock, T.L. (1990). Tools for learning: A guide to teaching study skills. Alexandria,VI: ASCD.
  • 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), 332–362.
  • Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26 (1), 85–99.
  • Gravill, J. I., Compeau, D.R., & Marcolin, B.L. (2002). Metacognition and ıt: the influence of self-efficacy and selfawareness. Eighth Americas Conference on Information Systems. Retrived March 22, 2008, from http://melody.syr.edu/hci/amcis02_minitrack/CR/Gravill.pdf
  • Hurme T.R, Merenluoto K. & Jarvela S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study. Educational Research and Evaluation, 15 (5), 503–524.
  • Hwang, Y. S. & Vrongistinos, K. (2002). Elementary in-service teachers’ self regulated learning strategies related to their academic achievement. Journal of Instructional Psychology, 29(3), 147-155.
  • Kramarski B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition Learning 3(2), 83–99.
  • Ladyshewsky, R. K. (2006). Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education, Higher Education Research and Development, 25(1), 67-84.
  • Ladyshewsky R. & Ryan J. (2002). Reciprocal peer coaching as a strategy for the development of leadership and management competency. In Focusing on the Student Proceedings of the 11 th Annual Teaching Learning Forum, Perth: Edith Cowan University. Retrived June 18, 2007, from http://lsn.curtin.edu.au/tlf/tlf 2007.
  • Lee C. B. & Bergin D. (2009). Children’s use of metacognition in solving everyday problems: an initial study from an Asian context. The Australian Educational Researcher, 36 (3). 89-102.
  • Lubin,I. A. & Ge X. (2012). Investigating the influences of a lEAPS model on preservice teachers' problem solving, metacognition, and motivation in an educational technology course. Educational Technology Research and Development, 60 (2). 239-270.
  • Louca, E. P.(2003). The concept and ınstruction of metacognition. Teacher Development,7(1), 9–30.
  • Meneghetti, C., DeBeni, R. & Cornoldi, C. (2007). Strategic knowledge and consistency in students with good and poor study skills. European Journal Of Cognitive Psychology, 19(4/5), 628-649.
  • Mevarech Z. R. & Amrany C. (2008). Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition Learning 3(2), 147–157.
  • Miles, B. Matthew and Huberman, M. A. (1994). Qualitative data analysis. London: Sage Publication.
  • Namlu, A.G.(2004). Biliş ötesi öğrenme stratejileri ölçme aracının geliştirilmesi: geçerlilik ve güvenirlik çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 4(2).
  • Naug, H., Colson, N. J. & Donner, D. G. (2011). Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: a pilot study of the "blank page" technique. Anatomical Sciences Education, 4(4), 231-234.
  • O’Neil, H. F. & Abedi, J. (1996). Reliability and validity of a state metacognitive ınventory: potential for alternative assessment. The Journal of Educational Research, 89,234–245.
  • Özsoy, G., Memiş, A. ve Temur, T. (2009). Metacognition, study habits and attitudes. Online Submission, International Electronic Journal of Elementary Education, 2 (1). 154-166.
  • Paris, S. G., Winograd, P. (1990). How metacognition can promote academic learning and ınstruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ:Erlbaum.
  • Roberts, M. J. & Erdos G. (1993). Strategy selection and metacognition. Educational Psychology, 13(3/4), 259–266.
  • Rosetta Z. (2000). A metacognitive intervention in mathematics at university level. International Journal of Mathematical Education in Science and Technology, 31(1), 143–150.
  • Roll I., Aleven V., McLaren B. M. & Koedinger K. R.(2007) Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking. Metacognition Learning, 2, 125–140.
  • Shamir, A., Gida, C. & 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.
  • Veenman, M.V.J., Hout-Wolters, B.H.A.M. & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
  • Velde, B P., Wittman, P. P. & Vos, P. (2006). Development of critical thinking in occupational therapy students, Occupational Therapy International, 13 (1), ss. 49–60.
  • Vrugt A. & Oort F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning, 3(2), 123-46.
  • Yıldırım, A., Doğanay, A. ve Türkoğlu, A. (2000). Okulda başarı için ders çalışma ve öğrenme yöntemleri. Ankara: Seçkin Yayınları.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma (5.baskı). Nitel veri analizi (s.221-251). Ankara: Seçkin Yayınları.

Öğretmen Adaylarının Ders Çalışma Sırasında Bilişsel Farkındalık Becerilerini Kullanma Düzeylerinin İncelenmesi: Nitel Bir Çalışma

Yıl 2013, Cilt: 44 Sayı: 44, 133 - 148, 01.06.2013

Özden Demir

Öz

Bu araştırmanın temel amacı, başarı düzeyi düşük ve yüksek öğretmen adaylarının, ders çalışma sürecinde bilişsel farkındalık stratejilerini kullanma düzeylerini incelemektir. Araştırma nitel yönteme göre desenlenmiştir. Öğretmen adaylarının, görüşme yöntemiyle ders çalışma sürecinde bilişsel farkındalık stratejilerini ne kadar kullandıkları belirlenmiştir. Araştırmanın çalışma evrenini Kafkas Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Programında okuyan öğrenciler oluşturmaktadır. Araştırma çalışma grubunda, gönüllü olarak seçilen 30 öğrenciyle yarı yapılandırılmış görüşme yapılmıştır. Nitel verilerin analizinde, içerik analizi yapılmıştır. Araştırmada bilişsel farkındalığın planlama, örgütleme, denetleme ve değerlendirme boyutlarında, yüksek başarılı öğretmen adaylarının ders çalışma süreçlerine ilişkin görüşlerinin, düşük başarılı öğretmen adaylarına göre daha olumlu olduğu ortaya çıkmıştır.

Anahtar Kelimeler

bilişsel farkındalık akademik başarı ders çalışma.

Kaynakça

  • Aldrich, R. S. (2005). Cognitive coaching pratice in online environments. Unpublished ph. dissertation, Pepperdine Universty. Graduate School of Education and Psychology.
  • Azevedo R., Grene J. A. & Moos D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition Learning, 2(2-3), 67–87.
  • Balcı, G. (2007). İlköğretim beşinci sınıf öğrencilerinin sözel matematik problemlerini çözme düzeylerine göre bilişsel farkındalık becerilerinin incelenmesi. Yüksek lisans tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana. Belet, D. ve Güven, M. (2011). Meta-cognitive strategy usage and epistemological beliefs of primary school teacher trainee. Educational Sciences: Theory and Practice, 11(1), 51-57.
  • Bannert M. & 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), 39–58.
  • Büyüköztürk, Ş., Çakmak K. E., Akgün Ö. E, Karadeniz Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Costa, L.A & Kallick B.(2000). Getting into the habit of reflection. Educational Leadershıp, 57(7), ss. 60–62.
  • Cooper, F. (2008). An examination of the impact of multiple intelligences and metacognition on the achievement of mathematics students. Ph. thesis, Capella University.
  • Curwen, M. S., Miller, R. W., Kimberly A. & Calfee, R. C. (2010). Increasing teachers' metacognition develops students' higher learning during content area literacy instruction: findings from the read-write cycle Project. Issues in Teacher Education, 19 (2).
  • Çalışkan, M. ve Sünbül, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (Primary education sixth grade Turkish course sample). Educational Sciences: Theory and Practice, 11 (1), 148-153.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get. Metacognition Learning, (3) 3, 189–206.
  • 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. Doktora tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
  • Doğanay, A. (Mart 1997). Ders dinleme sırasında bilişsel farkındalıkla ilgili stratejilerin kullanımı. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 2 (15), 34–42.
  • Doğanay, A. ve Öztürük, A. (2011). An investigation of experienced and inexperienced primary school teachers' teaching process in science and technology classes in terms of metacognitive strategies. Educational Sciences: Theory and Practice, 11 (3), 1320-1325.
  • Eggen, P. & Kauchak, D. (2001). Educational psychology. Windows on classrooms. Fifth Edition. New Jersey: Merrill Prentice Hall.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34, 906–911.
  • Flavell, J.H. (2000). Development of children’s knowledge about the mental world. International Journal of Behavioral Development, 24(1), 15–23.
  • Gall, M. D., Gall, J. P., Jacobsen, D. R. & Bullock, T.L. (1990). Tools for learning: A guide to teaching study skills. Alexandria,VI: ASCD.
  • 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), 332–362.
  • Georghiades, P. (2004). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26 (1), 85–99.
  • Gravill, J. I., Compeau, D.R., & Marcolin, B.L. (2002). Metacognition and ıt: the influence of self-efficacy and selfawareness. Eighth Americas Conference on Information Systems. Retrived March 22, 2008, from http://melody.syr.edu/hci/amcis02_minitrack/CR/Gravill.pdf
  • Hurme T.R, Merenluoto K. & Jarvela S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: a case study. Educational Research and Evaluation, 15 (5), 503–524.
  • Hwang, Y. S. & Vrongistinos, K. (2002). Elementary in-service teachers’ self regulated learning strategies related to their academic achievement. Journal of Instructional Psychology, 29(3), 147-155.
  • Kramarski B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition Learning 3(2), 83–99.
  • Ladyshewsky, R. K. (2006). Peer coaching: A constructivist methodology for enhancing critical thinking in postgraduate business education, Higher Education Research and Development, 25(1), 67-84.
  • Ladyshewsky R. & Ryan J. (2002). Reciprocal peer coaching as a strategy for the development of leadership and management competency. In Focusing on the Student Proceedings of the 11 th Annual Teaching Learning Forum, Perth: Edith Cowan University. Retrived June 18, 2007, from http://lsn.curtin.edu.au/tlf/tlf 2007.
  • Lee C. B. & Bergin D. (2009). Children’s use of metacognition in solving everyday problems: an initial study from an Asian context. The Australian Educational Researcher, 36 (3). 89-102.
  • Lubin,I. A. & Ge X. (2012). Investigating the influences of a lEAPS model on preservice teachers' problem solving, metacognition, and motivation in an educational technology course. Educational Technology Research and Development, 60 (2). 239-270.
  • Louca, E. P.(2003). The concept and ınstruction of metacognition. Teacher Development,7(1), 9–30.
  • Meneghetti, C., DeBeni, R. & Cornoldi, C. (2007). Strategic knowledge and consistency in students with good and poor study skills. European Journal Of Cognitive Psychology, 19(4/5), 628-649.
  • Mevarech Z. R. & Amrany C. (2008). Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. Metacognition Learning 3(2), 147–157.
  • Miles, B. Matthew and Huberman, M. A. (1994). Qualitative data analysis. London: Sage Publication.
  • Namlu, A.G.(2004). Biliş ötesi öğrenme stratejileri ölçme aracının geliştirilmesi: geçerlilik ve güvenirlik çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 4(2).
  • Naug, H., Colson, N. J. & Donner, D. G. (2011). Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: a pilot study of the "blank page" technique. Anatomical Sciences Education, 4(4), 231-234.
  • O’Neil, H. F. & Abedi, J. (1996). Reliability and validity of a state metacognitive ınventory: potential for alternative assessment. The Journal of Educational Research, 89,234–245.
  • Özsoy, G., Memiş, A. ve Temur, T. (2009). Metacognition, study habits and attitudes. Online Submission, International Electronic Journal of Elementary Education, 2 (1). 154-166.
  • Paris, S. G., Winograd, P. (1990). How metacognition can promote academic learning and ınstruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ:Erlbaum.
  • Roberts, M. J. & Erdos G. (1993). Strategy selection and metacognition. Educational Psychology, 13(3/4), 259–266.
  • Rosetta Z. (2000). A metacognitive intervention in mathematics at university level. International Journal of Mathematical Education in Science and Technology, 31(1), 143–150.
  • Roll I., Aleven V., McLaren B. M. & Koedinger K. R.(2007) Designing for metacognition—applying cognitive tutor principles to the tutoring of help seeking. Metacognition Learning, 2, 125–140.
  • Shamir, A., Gida, C. & 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.
  • Veenman, M.V.J., Hout-Wolters, B.H.A.M. & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
  • Velde, B P., Wittman, P. P. & Vos, P. (2006). Development of critical thinking in occupational therapy students, Occupational Therapy International, 13 (1), ss. 49–60.
  • Vrugt A. & Oort F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning, 3(2), 123-46.
  • Yıldırım, A., Doğanay, A. ve Türkoğlu, A. (2000). Okulda başarı için ders çalışma ve öğrenme yöntemleri. Ankara: Seçkin Yayınları.
  • Yıldırım, A. ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma (5.baskı). Nitel veri analizi (s.221-251). Ankara: Seçkin Yayınları.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Özden Demir Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 44 Sayı: 44

Kaynak Göster

APA Demir, Ö. (2013). Öğretmen Adaylarının Ders Çalışma Sırasında Bilişsel Farkındalık Becerilerini Kullanma Düzeylerinin İncelenmesi: Nitel Bir Çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 133-148.