İnternet Aramalarında Üstbilişsel Beceriler Envanterinin Geliştirilmesi: Açımlayıcı ve Doğrulayıcı Faktör Analizleri

Yıl 2018, Cilt: 17 Sayı: 4, 1896 - 1911, 01.12.2018

Emine Şendurur Zahide Yıldırım

https://doi.org/10.17051/ilkonline.2019.506893

Öz

Bu çalışma ortaokul
öğrencileri için İnternet aramalarında üstbiliş envanterinin geliştirilmesini
kapsamaktadır. Makalede, açımlayıcı ve doğrulayıcı faktör analizleri ve
bulguları sunulmuştur. İlk olarak alanyazın taraması ve İnternet aramaları
sırasında karşılaşılan güçlükler dikkate alınarak 37 madde oluşturulmuş ve
pilot açımlayıcı faktör analizi yapılmıştır. İkinci olarak, son haline
getirilmiş envanter 273 yedinci sınıf öğrencisine uygulanmış ve açımlayıcı
faktör analizi yapılarak faktörler ortaya konmuştur. Üçüncü olarak envanter,
321 yedinci sınıf öğrencisine uygulanmış ve doğrulayıcı faktör analizi
yapılmıştır. Son olarak, 101 altıncı sınıf öğrencisi ile test-tekrar test
güvenirliği ölçülmüştür. Bulgular, envanterde (1) yansıtma ve düzenleme, (2)
control etme, (3) planlama, (4) dikkatin kontrolü ve (5) strateji oluşturma
olmak üzere beş faktör ortaya koymuştur.

Anahtar Kelimeler

İnternette arama, üstbiliş, İnternet aramalarında üstbiliş envanteri

Development of Metacognitive Skills Inventory for Internet Search (MSIIS): Exploratory and Confirmatory Factor Analyses

Öz

This study reports the development
of metacognition inventory for Internet search for middle school students. In
this study, analysis and results of both exploratory and confirmatory factors
are reported. Firstly, 37-items were generated considering literature review
and metacognitive challenges faced during the search process, and pilot
exploratory factor analysis was conducted. Secondly, the final version of the
scale was distributed to 273 seventh grade students, and the existing
constructs were extracted through exploratory factor analysis. Thirdly, 321
seventh graders completed the inventory, and then the data were used for
confirmatory factor analysis. As a follow-up, test-retest reliability was
tested with 101 sixth graders. Based on the findings, the sub-scales of the
inventory included (1) reflection and regulation, (2) monitoring, (3) planning,
(4) control of attention, and (5) strategy generation.

Anahtar Kelimeler

Internet search, metacognition, metacognition inventory for Internet search

Kaynakça

• Butterfield, E. C., Nelson, T. O. & Peck, V. (1988). Developmental aspects of the feeling of knowing. Developmental Psychology. 24, 654-663. Cary, M. & Reder, L. M. (2002). Metacognition in strategy selection. In Chambres, P., Izaute, M., Marescaux, P.-J. (Eds.), Metacognition: Process, Function and Use. Kluwer Academic Publishers. Choi, B. (2016). How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction. Canadian Journal of Learning and Technology, 42(1), 1-15. Costello, A. B. & Osborne, J. W. (2005). Exploratory factor analysis: four recommendations for getting the most from your analysis. Practical Assessment, Research, and Evaluation. 10(7), 1-9. Coll, R. K., France, B. & Taylor, I. (2005). The role of models & analogies in science education: implications from research. International Journal of Science Education. 27(2), 183-198. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Beverly Hills, CA: SAGE. Fabrigar, L. R., Wegener, D. T., MacCallum, R. C. & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods. 4, 272-299. Field, A. (2005). Discovering statistics using SPSS. London: Sage. Flavell, J. H. (1976) Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist. 34(10), 906-911. Fortunato, I., Hecht, D., Tittle, C. & Alvarez, L. (1991). Metacognition and problem solving. Arithmetic Teacher. 39(4), 38-40. Garrett, A.J., Mazzocco, M. M. M. & Baker, L. (2006). Development of the metacognitive skills of prediction and evaluation in children with and without math disability. Learning Disabilities Research and Practice. 21(2), 77-88. Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). New York: Prentice Hall. Hair, J., F., Anderson, R. E., Tatham, R. L. & Black, W. C. (2005). Multivariate Data Analysis (6th ed.). Prentice-Hall: Upper Saddle River. Jöreskog, K. G. & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Lawrence Erlbaum Associates, Hillsdale, NJ. Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In Griffin, D. R. (Ed.), Animal Mind-Human Mind. New York: Springer-Verlag. Kujawa, S. & Huske, L. (1995). The Strategic Teaching and Reading Project Guidebook (Rev. ed.). Oak Brook, IL: North Central Regional. Educational Laboratory. Lazonder, A. W. & Rouet, J.-F. (2007). Information problem solving instruction: some cognitive and metacognitive issues. Computers in Human Behavior. 24, 753-765. Lynn, M.R. (1986). Determination and quantification of content validity. Nursing Research, 35, 382– 385 Mason, L., Boldrin, A., & Ariasi, N. (2010). Searching the Web to learn about a controversial topic: are students epistemically active?. Instructional Science, 38(6), 607-633. Mazzoni, G. & Kirsch, I. (2002). Autobiographical memories and beliefs: A preliminary metacognitive model. In T. Perfect & B. Schwartz (Eds.). Applied Metacognition (pp.121-145). Cambridge University Press. McAlpine, L., Weston, C., Beauchamp, J., Wiseman, C. & Beauchamp, C. (1999). Building a metacognitive model of reflection. Higher Education, 37, 105-131. Mok, Y. F., Fan, R. M-T. & Pang, N. S-K. (2007). Developmental patterns of school students’ motivational- and cognitive-metacognitive competencies. Educational Studies. 33(1), 81-98. Nelson, T. O. & Narens, L. (1990). Metamemory: a theoretical framework and new findings. The Psychology of Learning & Motivation. 26, 125-141. O'Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test. Behavior Research Methods, Instrumentation, and Computers, 32, 396-402. O’Neil, Jr. H. F. & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: potential for alternative assessment. The Journal of Educational Research. 89(9), 234-243. Pallant, J. (2001). SPSS survival manual. Buckingham, UK: Open University. Perfect. T. J. & Schwartz. B.L. (2002). Applied Metacognition. Cambridge University Press. Pintrich, P. R., Smith, D. A. F., Garcia, T. & McKeachie, W.J. (1991). Self-regulated learning strategies. Retrieved on Oct. 3. 2008 from http://www.jan.ucc.nau.edu Preacher, K. J. & MacCallum, R. C. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics. 2, 13-32. Prins, F. J., Veenman. M.V.J. & Elshout. J.J. (2006). The impact of intellectual ability and metacognition on learning: new support for the threshold of problemacity theory. Learning and Instruction. 16(4), 374-387. Quintana, C., Zhang, M. & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist. 40(4), 235-244. Roedel, T., Schraw, G. & Plake, B.S. (1994). Validation of a measure of learning and performance goal orientation. Educational and Psychological Measurement. 54(4), 1013-1021. Ross, M. E., Green, S. B., Salisbury-Glennon, J. D., & Tollefson, N. (2006). College students' study strategies as a function of testing: An investigation into metacognitive self-regulation. Innovative Higher Education, 30(5), 361-375. Sánchez-Alonso, S. & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects. Computers in Human Behavior. 23, 2585-2595. Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson Education, Inc. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology. 19, 460-475. Seufert, T. (2018). The interplay between self-regulation in learning and cognitive load. Educational Research Review, 24, 116-129. Tabachnick, B. G. & Fidell, L. S., (2007). Using multivariate statistics (5th ed.). Allyn Bacon Publisher. Tsai, M. J. (2009). Online information searching strategy inventory (OISSI): A quick version and a complete version. Computers & Education, 53(2), 473-483. Tu, Y.-W., Shih, M., & Tsai, C.-C. (2008). Eighth graders’ Web searching strategies and outcomes: the role of task types, Web experiences and epistemological beliefs. Computers and Education. 51(3), 1142-1153. Veenman, M. V. J., Prins, F. J. & Elshout, J. J. (2002). Initial inductive learning in a complex computer simulated environment: the role of metacognitive skills and intellectual ability. Computers in Human Behavior. 18, 327-341. Veenman, M. V. J. & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences. 15, 159-176.
• Woolfolk, A. (2004). Educational psychology (9th ed.). Boston, Massachusetts: Pearson Education Inc. Zimmerman, B. J. & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology. 80(3), 284-290.