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

Yıl 2022, Cilt , Sayı 21, 83 - 97, 24.01.2022
https://doi.org/10.30786/jef.835078

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.

Kaynakça

  • 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 (Unpublished master thesis).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.
  • Aktürk, A.O., & Şahin, İ. (2011). Metacognıtıon and computer teachıng. Journal of Ahmet Keleşoğlu Education Faculty, 31, 383-407.
  • 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 (Unpublished master thesis).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.
  • 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.
  • Blakey, E., & Spence, S. (1990). Developing Metacognition. ERIC Digest.
  • 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.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
  • Çalık, M., &Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • 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.
  • 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.
  • Desoete, A., & Roeyers, H. (2006). Metacognitive macro evaluations in mathematical problem solving. Learning and Instruction, 16, 12–25.
  • Doğanay, A., & Kara, Z. (1995). Dimensions of thinking. Çukurova University Journal of Education Faculty, 1(11), 25-38.
  • El-Hindi, A. E. (1996). Enchancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
  • 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.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34(10), 906-911.
  • 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.
  • Gourgey, A.F. (1998). Metacognition in Basic Skills Instruction. Instructional Science, 26, 81-96.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38–52.
  • 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.
  • Ministry of Education. (2018).Elementary mathematics curriculum and guide: 6-8. classes. Ankara: State Books Directorate.
  • 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.
  • Mclneryney, D. M., & Mclnerney, V. (2002). Educational Psychology-Constructing Learning, Pearson Education Australia Pty Limited, Prentice Hall.
  • 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.
  • Özsoy, G. (2008). Metacognıtıon. Turkish Journal of Educational Sciences, 6(4),713-740.
  • 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.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26 (1-2), 113-125.
  • Schraw, G., &Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, 351–371.
  • Schraw, G., & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470
  • Selçioğlu-Demirsöz, E. (2014). Metacognitive awareness and ıts developing. Trakya University Journal of Education 4(2), 112-123.
  • 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.
  • Senemoğlu, N. (2005). Development, learning and teaching: From Theory to Practice (12th ed). Gazi Bookstore.
  • Türk, E.G. (2011). Factors predicting adolescents? thinking styles: Parents, metacogniton and epistemological beliefs. (Unpublished doctoral dissertation). Ankara University Institute of Educational Sciences, Ankara.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed.). Ankara: Seçkin.

Yıl 2022, Cilt , Sayı 21, 83 - 97, 24.01.2022
https://doi.org/10.30786/jef.835078

Öz

Kaynakça

  • 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.
  • Aktürk, A.O., & Şahin, İ. (2011). Metacognıtıon and computer teachıng. Journal of Ahmet Keleşoğlu Education Faculty, 31, 383-407.
  • 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.
  • 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.
  • Blakey, E., & Spence, S. (1990). Developing Metacognition. ERIC Digest.
  • 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.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
  • Çalık, M., &Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.
  • 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.
  • 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.
  • Desoete, A., & Roeyers, H. (2006). Metacognitive macro evaluations in mathematical problem solving. Learning and Instruction, 16, 12–25.
  • Doğanay, A., & Kara, Z. (1995). Dimensions of thinking. Çukurova University Journal of Education Faculty, 1(11), 25-38.
  • El-Hindi, A. E. (1996). Enchancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
  • 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.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34(10), 906-911.
  • 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.
  • Gourgey, A.F. (1998). Metacognition in Basic Skills Instruction. Instructional Science, 26, 81-96.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology & Society, 15(1), 38–52.
  • 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.
  • Ministry of Education. (2018).Elementary mathematics curriculum and guide: 6-8. classes. Ankara: State Books Directorate.
  • 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.
  • Mclneryney, D. M., & Mclnerney, V. (2002). Educational Psychology-Constructing Learning, Pearson Education Australia Pty Limited, Prentice Hall.
  • 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.
  • Özsoy, G. (2008). Metacognıtıon. Turkish Journal of Educational Sciences, 6(4),713-740.
  • 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.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26 (1-2), 113-125.
  • Schraw, G., &Moshman, D. (1995). Metacognitive theories. Educational Psychological Review, 7, 351–371.
  • Schraw, G., & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470
  • Selçioğlu-Demirsöz, E. (2014). Metacognitive awareness and ıts developing. Trakya University Journal of Education 4(2), 112-123.
  • 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.
  • Senemoğlu, N. (2005). Development, learning and teaching: From Theory to Practice (12th ed). Gazi Bookstore.
  • Türk, E.G. (2011). Factors predicting adolescents? thinking styles: Parents, metacogniton and epistemological beliefs. (Unpublished doctoral dissertation). Ankara University Institute of Educational Sciences, Ankara.
  • Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences (11th ed.). Ankara: Seçkin.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Rüveyda KANDAL
Ziya Gökalp Ortaokulu
0000-0001-7469-2597
Türkiye


Fatih BAŞ (Sorumlu Yazar)
ERZİNCAN BİNALİ YILDIRIM ÜNİVERSİTESİ
0000-0002-0035-4912
Türkiye

Yayımlanma Tarihi 24 Ocak 2022
Başvuru Tarihi 5 Aralık 2020
Kabul Tarihi 14 Aralık 2021
Yayınlandığı Sayı Yıl 2022, Cilt , Sayı 21

Kaynak Göster

Bibtex @araştırma makalesi { jef835078, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2022}, number = {21}, pages = {83 - 97}, doi = {10.30786/jef.835078}, title = {The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education}, key = {cite}, author = {Kandal, Rüveyda and Baş, Fatih} }
APA Kandal, R. & Baş, F. (2022). The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education . Journal of Education and Future , (21) , 83-97 . DOI: 10.30786/jef.835078
MLA Kandal, R. , Baş, F. "The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education" . Journal of Education and Future (2022 ): 83-97 <https://dergipark.org.tr/tr/pub/jef/issue/68768/835078>
Chicago Kandal, R. , Baş, F. "The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education". Journal of Education and Future (2022 ): 83-97
RIS TY - JOUR T1 - The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education AU - Rüveyda Kandal , Fatih Baş Y1 - 2022 PY - 2022 N1 - doi: 10.30786/jef.835078 DO - 10.30786/jef.835078 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 83 EP - 97 VL - IS - 21 SN - 2146-8249- M3 - doi: 10.30786/jef.835078 UR - https://doi.org/10.30786/jef.835078 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education %A Rüveyda Kandal , Fatih Baş %T The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education %D 2022 %J Journal of Education and Future %P 2146-8249- %V %N 21 %R doi: 10.30786/jef.835078 %U 10.30786/jef.835078
ISNAD Kandal, Rüveyda , Baş, Fatih . "The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education". Journal of Education and Future / 21 (Ocak 2022): 83-97 . https://doi.org/10.30786/jef.835078
AMA Kandal R. , Baş F. The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education. JEF. 2022; (21): 83-97.
Vancouver Kandal R. , Baş F. The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education. Journal of Education and Future. 2022; (21): 83-97.
IEEE R. Kandal ve F. Baş , "The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education", Journal of Education and Future, sayı. 21, ss. 83-97, Oca. 2022, doi:10.30786/jef.835078
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