The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education

Öz

In this research, it was aimed to investigate the graduate theses with metacognition theme on mathematics education according to their structural properties (publication year, method, study group, data collection tools and data analysis technique) and study topics. 80 graduate theses were reached within the scope of the research. At a result of the descriptive analyses, it was noticed that the number of theses has increased until recent years except from 2009, 2014 and 2017 and the highest number of conducted researches were in 2019. It was determined that generally the quantitative research approach was employed in the studies; accordingly, it was focused on descriptive and experimental studies. It was also found that most of the researches were carried with secondary school students, mostly questionnaires/ open-ended questionnaires/ scales/ tests were applied and mostly t-test, descriptive statistics and correlation tests were used in the analyses process. In addition, it was reached to the conclusion that mainly metacognitive awareness, metacognitive skill/experience and metacognitive learning/self-regulation strategies were studies in terms of the study topic.

Anahtar Kelimeler

• Metacognition
• mathematics education
• descriptive analysis

Kaynakça

1. Akın, A. (2006). The relationships between achievement Goal Orientations and Metacognitive Awareness, parenting styles and academic achievement. (Unpublished master thesis). Sakarya University Institute of Social Sciences, Sakarya.
2. Aktürk, A.O., & Şahin, İ. (2011). Metacognıtıon and computer teachıng. Journal of Ahmet Keleşoğlu Education Faculty, 31, 383-407.
3. Aydın, U. (2007). A structural equation modeling study: The metacognition-knowledge model for geometry. (Unpublished master thesis). Middle East Technical University Institute of Science, Ankara.
4. Baş, F., & Özturan-Sağırlı, M. (2017). A content analysis of the articles on metacognition in education in Turkey. Education and Science, 42(192), 1-33.
5. Blakey, E., & Spence, S. (1990). Developing Metacognition. ERIC Digest.
6. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other even more mysterious mechanisms. In Weinert, F.E., & Kluwe, R.H. (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, Nj: Lawrence Erlbaum Associates.
7. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
8. Çalık, M., &Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.

9. Çiltaş, A. (2011). A study on the ımportance of self-regulation teaching in education. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 3(5), 1-11.
10. Demircioğlu, H. (2008). Effectiveness of educational events designed for the development of metacognitive behaviours of prospective mathematics teachers. (Unpublished doctoral dissertation). Gazi University Institute of Education Sciences, Ankara.
11. Desoete, A., & Roeyers, H. (2006). Metacognitive macro evaluations in mathematical problem solving. Learning and Instruction, 16, 12–25.
12. Doğanay, A., & Kara, Z. (1995). Dimensions of thinking. Çukurova University Journal of Education Faculty, 1(11), 25-38.
13. El-Hindi, A. E. (1996). Enchancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
14. Erdoğan, F. (2013). Research on the effect of cooperative learning method enhanced with metacognitive strategies, on the academic achievement, metacognitive skills and attitude towards mathematics of 6th grade students in mathematics teaching. (Unpublished doctoral dissertation). Marmara University Institute of Education Sciences, Istanbul.
15. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34(10), 906-911.
16. Gelen, İ. (2003). The effects of metacognitive strategies on attitudes toward Turkish course, reading comprehension achievement and retention. (Unpublished doctoral dissertation). Çukurova University Institute of Social Sciences, Adana.
17. Gourgey, A.F. (1998). Metacognition in Basic Skills Instruction. Instructional Science, 26, 81-96.
18. Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38–52.
19. Jaworski, B. (2006). Theory and practice in mathematics teaching development: critical ınquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211.
20. Ministry of Education. (2018).Elementary mathematics curriculum and guide: 6-8. classes. Ankara: State Books Directorate.
21. Mert, M. (2018). The effect of levels of respect and student awareness for mathematics in mathematical success of secondary school students. (Unpublished master thesis). Erzincan University Institute of Science and Technology Elementary Education Department, Erzincan.
22. Mclneryney, D. M., & Mclnerney, V. (2002). Educational Psychology-Constructing Learning, Pearson Education Australia Pty Limited, Prentice Hall.
23. Özsoy, G. (2007). The effect of metacognitive instruction on problem solving achievement of fifth grade primary school students. (Unpublished doctoral dissertation). Gazi University Institute of Education Sciences, Ankara.
24. Özsoy, G. (2008). Metacognıtıon. Turkish Journal of Educational Sciences, 6(4),713-740.
25. Panaoura, A., & Philippou, G. (2003). The construct validity of an inventory for the measurement of young pupils’ metacognitive abilities in mathematics. In N. A. Pateman, B. J. Doherty, & J. Zilliox (Eds.), Proc. 27th Conf. of the Int. Group for the Psychology of Mathematics Education (pp. 437-444). Honolulu, Usa: Pme.
26. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26 (1-2), 113-125.
27. Schraw, G., &Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, 351–371.
28. Schraw, G., & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470
29. Selçioğlu-Demirsöz, E. (2014). Metacognitive awareness and ıts developing. Trakya University Journal of Education 4(2), 112-123.
30. Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Tendencies of the researches published in education and science journal: content analysis. Education and Science,39, 173, s.430-453.
31. Senemoğlu, N. (2005). Development, learning and teaching: From Theory to Practice (12th ed). Gazi Bookstore.
32. Türk, E.G. (2011). Factors predicting adolescents? thinking styles: Parents, metacogniton and epistemological beliefs. (Unpublished doctoral dissertation). Ankara University Institute of Educational Sciences, Ankara.
33. Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed.). Ankara: Seçkin.