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Üstbilişsel Soru Sorma Stratejilerinin Öğrencilerin Soru Sorma Düzeylerine Etkisi: 9. Sınıf Kimya Dersi

Yıl 2017, Cilt: 18 Sayı: 3, 702 - 721, 01.08.2017

Hakkı Kadayıfçı Kübra Kaynak

Öz

Soru sorma, öğrenme ve düşünmede önemli bir role sahiptir. Üst düzey soru sorma, fen derslerinde öğrencilerin ortaya koymalarının beklendiği bir beceri olarak görülse de, öğrencilerin sorduğu sorular genellikle sayıca az ve alt düzeyde olmaktadır. Bu çalışmada son yıllarda beceri geliştirmede ön plana çıkan yaklaşımlardan biri olan üstbilişsel işlemler gerçekleştirmenin, ortaöğretim öğrencilerinin günlük hayatla ilişkili kimya konularındaki metinlerle ilgili üst düzey soru sorma becerileri üzerindeki etkisi araştırıldı. Yarı deneysel çalışma olan araştırmanın ilk bölümü, dokuzuncu sınıftan toplam 163 öğrenciyle gerçekleştirildi. Sonuç olarak, üst düzey soru sorma stratejileri üzerinde planlama, izleme ve değerlendirme türü üstbilişsel işlemler gerçekleştiren deney grubu öğrencilerinin ürettikleri üst düzey soru sayısının, açıkça bu işlemleri yapmayan kontrol grubu öğrencilerinden daha fazla olduğu; gruplar arasındaki farkın süreç boyunca arttığı belirlendi. Araştırmanın devamında, deney grubundaki öğrencilerin kullandığı üst düzey soru sorma stratejileri ve bu stratejilerin süreç boyunca değişimi, öğrencilerin etkinlik kâğıtlarındaki yazılı ifadelerinin nitel analiz yöntemi ile incelenmesi sonucu ortaya konuldu.

Anahtar Kelimeler

Kimya eğitimi Soru sorma Üstbilişsel düzenleme Kimya metinleri

Kaynakça

  • Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
  • Allison, A. W., and Shrigley, R. L. (1986). Teaching children to ask operational questions in science. Science Education, 70, 73-80. https://doi.org/10.1002/sce.3730700109.
  • Almeida, P., de Jesus, H. P., and Watts, M. (2008). Developing a mini-project: Students' questions and learning styles. Psychology of Education Review, 32(1), 6.
  • Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., ... and Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York. Longman Publishing.
  • Aslan, C. (2011). Soru sorma becerilerini geliştirmeye dönük öğretim uygulamalarının öğretmen adaylarının soru oluşturma becerilerine etkisi. Eğitim ve Bilim, 36(160), 236-249.
  • Aurah, C., Keaikitse, S., Isaacs, C., and Fincii, H. (2011). The role of metacognition in everyday problem solving among primary students in Kenya. Problems of Education in the 21st century, 21, 9-21.
  • Ayu, A. G., Widoretno, S., Santosa, S., Ramli, M., and Ariyanto, J. (2016). Increasing question quality of student through problem based learning at grade X MIA 6 of SMA N 4 Surakarta. Prosiding Seminar Biologi, 12(1), 334-339.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler, 7. baskı. Pegem A Yayıncılık.
  • Baysen, E. (2006). Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri. Kastamonu Eğitim Dergisi, 14(1), 21-28.
  • Ben‐David, A., and Zohar, A. (2009). Contribution of meta‐strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31(12), https://doi.org/10.1080/09500690802162762.
  • Blonder, R., Rap, S., Mamlok-Naaman, R., and Hofstein, A. (2015). Questioning behavior of students in the inquiry chemistry laboratory: differences between sectors and genders in the Israeli context. International Journal of Science and Mathematics Education, 13(4), 705-732. https://doi.org/10.1007/s10763-014-9580-7.
  • Büyüküztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. 4. Baskı. Ankara: Pegem Akademi.
  • Carr, D. (1998). The art of asking questions in the teaching of science. School Science Review, 79, 47-50.
  • Chin, C., and Brown, D. E. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), https://doi.org/10.1080/09500690110095249.
  • Chin, C., and Chia, L.G. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88, 707-727. https://doi.org/10.1002/sce.10144.
  • Chin, C., and Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39. https://doi.org/10.1080/03057260701828101.
  • Costa, J., Caldeira, H., Gallástegui, J. R., and Otero, J. (2000). An analysis of question asking on scientific texts explaining natural phenomena. Journal of Research in Science Teaching, 37(6), 602- 614. https://doi.org/10.1002/1098-2736(200008)37:6%3C602::aid-tea6%3E3.3.co;2-e.
  • Coutinho, M. J., and Almeida, P. A. (2014). Promoting student questioning in the learning of Natural Sciences.
  • Procedia-Social and Behavioral Sciences, 116, 3781-3785.
  • https://doi.org/10.1016/j.sbspro.2014.01.841.
  • Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of research in science teaching, 37(9), 916-937.
  • https://doi.org/10.1002/1098
  • (200011)37:9%3C916::aid-tea4%3E3.0.co;2-2.
  • Crosby D. (2007). Doğal her zaman sağlıklı mı? Bilim ve Teknik, 471, 92.
  • Cuccio‐Schirripa, S., and Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37(2), 210-224. https://doi.org/10.1002/(sici)1098-2736(200002)37:2%3C210::aid-tea7%3E3.0.co;2-i.
  • De Jesus, H. P., Teixeira-Dias, J. J., and Watts, M. (2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015-1034. https://doi.org/10.1080/09500690305022.
  • Dkeidek, I., Mamlok-Naaman, R., and Hofstein, A. (2011). Effect of culture on high-school students’question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9(6), https://doi.org/10.1007/s10763-010-9261-0.
  • Dori, Y. J., and Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430. https://doi.org/10.1002/(sici)1098-2736(199904)36:4%3C411::aid-tea2%3E3.0.co;2-e.
  • Durmuşkahya, C. (2007). Beyaz altın, kireç. Bilim ve Teknik, 479, 92.
  • Engber D. (2012). What's the softest material on earth. Popular Science, 281(5), 91.
  • Flavell, J. H., Miller, P. H., and Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Genç, A. (2006). Ortaöğretim coğrafya derslerinde öğrencilerin soru sorma becerilerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and
  • metacognition. Educational Research, 42(2), 119-139.
  • https://doi.org/10.1080/001318800363773.
  • Herscovitz, O., Kaberman, Z., Saar, L., and Dori, Y. J. (2012). The relationship between metacognition and the ability to pose questions in chemical education. In Zohar, A. and Dori, Y. J. (Eds.), Metacognition in science education (pp. 165–195). Netherlands: Springer.
  • Hofstein, A., Navon, O., Kipnis, M., and Mamlok-Naaman, R. (2005). Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806. https://doi.org/10.1002/tea.20072.
  • Hung, P. H., Hwang, G. J., Lee, Y. H., Wu, T. H., Vogel, B., Milrad, M., and Johansson, E. (2014). A problem-based ubiquitous learning approach to improving the questioning abilities of elementary school students. Journal of Educational Technology and Society, 17(4), 316-334.
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407- 416. https://doi.org/10.1002/(sici)1098-237x(199806)82:33.0.co;2-g.
  • Jayapraba, G. (2013). Metacognitive instruction and cooperative learning-strategies for promoting insightful learning in science. International Journal on New Trends in Education and Their Implications, 4(1), 165-172.
  • Kaberman, Z., and Dori, Y. J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436. https://doi.org/10.1007/s11251-008-9054-9.
  • Kılıç, D. (2010). Sosyal bilgiler öğretmenlerinin tarih konuları ile ilgili soru sorma becerilerinin Bloom taksonomisine göre değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi. Eğitim Bilimleri Enstitüsü, İstanbul.
  • Koray, Ö., Altunçekiç, A., ve Yaman, S. (2005). Fen bilgisi öğretmen adaylarının soru sorma becerilerinin Bloom Taksonomisine göre değerlendirilmesi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(17), 38-46.
  • Ku, K. Y., and Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267. https://doi.org/10.1007/s11409-010-9060-6.
  • Landis, J. R., and Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174. https://doi.org/10.2307/2529310.
  • Marbach-Ad, G., and Sokolove, P. G. (2000). Can undergraduate biology students learn to ask higher level questions?. Journal of Research in Science Teaching, 37(8), https://doi.org/10.1002/1098-2736(200010)37:83.0.co;2-5.
  • Mishra, S., and Iyer, S. (2015, June). Question-posing strategies used by students for exploring Data Structures. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 171-176). ACM.
  • Özbay, M., ve Bahar, M. A. (2012). İleri okur ve üstbiliş eğitimi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 1(1), 158-177.
  • Özsoy, G. (2008). Üstbiliş. Türk Eğitim Bilimleri Dergisi, 6(4), 713-740.
  • Pilten, P. (2008). Üst biliş düşünme yöntemleri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sandi‐Urena, S., Cooper, M. M., and Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33(3), 323-340. https://doi.org/10.1080/09500690903452922.
  • Scardamalia, M., and Bereiter, C. (1992). Text-based and knowledge based questioning by children. Cognition and instruction, 9(3), 177-199. https://doi.org/10.1207/s1532690xci0903_1.
  • Schwartz, N. H., Scott, B. M., and Holzberger, D. (2013). Metacognition: A closed-loop model of biased competition–evidence from neuroscience, cognition, and instructional research. In International handbook of metacognition and learning technologies (pp. 79-94). Springer New York.
  • Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., and Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323(5910), 122-124. https://doi.org/10.1016/j.ydbio.2009.05.104.
  • Solomon, J., and Aikenhead, G. (1994). STS education: International perspectives on reform. Ways of knowing science series. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027.
  • Strauss, A., and Corbin, J. (1998). Basics of qualitative research techniques. Sage publications.
  • Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In Mayer, R. E. and Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.
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  • Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teachers’ professional development (Vol. 22). Springer Science and Business Media.
  • Zohar, A., and Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261.
  • Zohar, A., and Dori, Y. J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive? Journal of The Learning Sciences, 12(2), 145–183. https://doi.org/10.1207/s15327809jls1202_1.
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Üstbilişsel Soru Sorma Stratejilerinin Öğrencilerin Soru Sorma Düzeylerine Etkisi: 9. Sınıf Kimya Dersi

Yıl 2017, Cilt: 18 Sayı: 3, 702 - 721, 01.08.2017

Hakkı Kadayıfçı Kübra Kaynak

Öz

Kaynakça

  • Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. Teachers College Press.
  • Allison, A. W., and Shrigley, R. L. (1986). Teaching children to ask operational questions in science. Science Education, 70, 73-80. https://doi.org/10.1002/sce.3730700109.
  • Almeida, P., de Jesus, H. P., and Watts, M. (2008). Developing a mini-project: Students' questions and learning styles. Psychology of Education Review, 32(1), 6.
  • Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., ... and Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York. Longman Publishing.
  • Aslan, C. (2011). Soru sorma becerilerini geliştirmeye dönük öğretim uygulamalarının öğretmen adaylarının soru oluşturma becerilerine etkisi. Eğitim ve Bilim, 36(160), 236-249.
  • Aurah, C., Keaikitse, S., Isaacs, C., and Fincii, H. (2011). The role of metacognition in everyday problem solving among primary students in Kenya. Problems of Education in the 21st century, 21, 9-21.
  • Ayu, A. G., Widoretno, S., Santosa, S., Ramli, M., and Ariyanto, J. (2016). Increasing question quality of student through problem based learning at grade X MIA 6 of SMA N 4 Surakarta. Prosiding Seminar Biologi, 12(1), 334-339.
  • Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem teknik ve ilkeler, 7. baskı. Pegem A Yayıncılık.
  • Baysen, E. (2006). Öğretmenlerin sınıfta sordukları sorular ile öğrencilerin bu sorulara verdikleri cevapların düzeyleri. Kastamonu Eğitim Dergisi, 14(1), 21-28.
  • Ben‐David, A., and Zohar, A. (2009). Contribution of meta‐strategic knowledge to scientific inquiry learning. International Journal of Science Education, 31(12), https://doi.org/10.1080/09500690802162762.
  • Blonder, R., Rap, S., Mamlok-Naaman, R., and Hofstein, A. (2015). Questioning behavior of students in the inquiry chemistry laboratory: differences between sectors and genders in the Israeli context. International Journal of Science and Mathematics Education, 13(4), 705-732. https://doi.org/10.1007/s10763-014-9580-7.
  • Büyüküztürk, S., Kılıç Çakmak, E., Akgün, O. E., Karadeniz, S., ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. 4. Baskı. Ankara: Pegem Akademi.
  • Carr, D. (1998). The art of asking questions in the teaching of science. School Science Review, 79, 47-50.
  • Chin, C., and Brown, D. E. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), https://doi.org/10.1080/09500690110095249.
  • Chin, C., and Chia, L.G. (2004). Problem-based learning: Using students’ questions to drive knowledge construction. Science Education, 88, 707-727. https://doi.org/10.1002/sce.10144.
  • Chin, C., and Osborne, J. (2008). Students' questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39. https://doi.org/10.1080/03057260701828101.
  • Costa, J., Caldeira, H., Gallástegui, J. R., and Otero, J. (2000). An analysis of question asking on scientific texts explaining natural phenomena. Journal of Research in Science Teaching, 37(6), 602- 614. https://doi.org/10.1002/1098-2736(200008)37:6%3C602::aid-tea6%3E3.3.co;2-e.
  • Coutinho, M. J., and Almeida, P. A. (2014). Promoting student questioning in the learning of Natural Sciences.
  • Procedia-Social and Behavioral Sciences, 116, 3781-3785.
  • https://doi.org/10.1016/j.sbspro.2014.01.841.
  • Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of research in science teaching, 37(9), 916-937.
  • https://doi.org/10.1002/1098
  • (200011)37:9%3C916::aid-tea4%3E3.0.co;2-2.
  • Crosby D. (2007). Doğal her zaman sağlıklı mı? Bilim ve Teknik, 471, 92.
  • Cuccio‐Schirripa, S., and Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37(2), 210-224. https://doi.org/10.1002/(sici)1098-2736(200002)37:2%3C210::aid-tea7%3E3.0.co;2-i.
  • De Jesus, H. P., Teixeira-Dias, J. J., and Watts, M. (2003). Questions of chemistry. International Journal of Science Education, 25(8), 1015-1034. https://doi.org/10.1080/09500690305022.
  • Dkeidek, I., Mamlok-Naaman, R., and Hofstein, A. (2011). Effect of culture on high-school students’question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9(6), https://doi.org/10.1007/s10763-010-9261-0.
  • Dori, Y. J., and Herscovitz, O. (1999). Question-posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430. https://doi.org/10.1002/(sici)1098-2736(199904)36:4%3C411::aid-tea2%3E3.0.co;2-e.
  • Durmuşkahya, C. (2007). Beyaz altın, kireç. Bilim ve Teknik, 479, 92.
  • Engber D. (2012). What's the softest material on earth. Popular Science, 281(5), 91.
  • Flavell, J. H., Miller, P. H., and Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.
  • Genç, A. (2006). Ortaöğretim coğrafya derslerinde öğrencilerin soru sorma becerilerinin değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Georghiades, P. (2000). Beyond conceptual change learning in science education: Focusing on transfer, durability and
  • metacognition. Educational Research, 42(2), 119-139.
  • https://doi.org/10.1080/001318800363773.
  • Herscovitz, O., Kaberman, Z., Saar, L., and Dori, Y. J. (2012). The relationship between metacognition and the ability to pose questions in chemical education. In Zohar, A. and Dori, Y. J. (Eds.), Metacognition in science education (pp. 165–195). Netherlands: Springer.
  • Hofstein, A., Navon, O., Kipnis, M., and Mamlok-Naaman, R. (2005). Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806. https://doi.org/10.1002/tea.20072.
  • Hung, P. H., Hwang, G. J., Lee, Y. H., Wu, T. H., Vogel, B., Milrad, M., and Johansson, E. (2014). A problem-based ubiquitous learning approach to improving the questioning abilities of elementary school students. Journal of Educational Technology and Society, 17(4), 316-334.
  • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407- 416. https://doi.org/10.1002/(sici)1098-237x(199806)82:33.0.co;2-g.
  • Jayapraba, G. (2013). Metacognitive instruction and cooperative learning-strategies for promoting insightful learning in science. International Journal on New Trends in Education and Their Implications, 4(1), 165-172.
  • Kaberman, Z., and Dori, Y. J. (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436. https://doi.org/10.1007/s11251-008-9054-9.
  • Kılıç, D. (2010). Sosyal bilgiler öğretmenlerinin tarih konuları ile ilgili soru sorma becerilerinin Bloom taksonomisine göre değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi. Eğitim Bilimleri Enstitüsü, İstanbul.
  • Koray, Ö., Altunçekiç, A., ve Yaman, S. (2005). Fen bilgisi öğretmen adaylarının soru sorma becerilerinin Bloom Taksonomisine göre değerlendirilmesi, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(17), 38-46.
  • Ku, K. Y., and Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5(3), 251-267. https://doi.org/10.1007/s11409-010-9060-6.
  • Landis, J. R., and Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 159-174. https://doi.org/10.2307/2529310.
  • Marbach-Ad, G., and Sokolove, P. G. (2000). Can undergraduate biology students learn to ask higher level questions?. Journal of Research in Science Teaching, 37(8), https://doi.org/10.1002/1098-2736(200010)37:83.0.co;2-5.
  • Mishra, S., and Iyer, S. (2015, June). Question-posing strategies used by students for exploring Data Structures. In Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education (pp. 171-176). ACM.
  • Özbay, M., ve Bahar, M. A. (2012). İleri okur ve üstbiliş eğitimi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 1(1), 158-177.
  • Özsoy, G. (2008). Üstbiliş. Türk Eğitim Bilimleri Dergisi, 6(4), 713-740.
  • Pilten, P. (2008). Üst biliş düşünme yöntemleri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sandi‐Urena, S., Cooper, M. M., and Stevens, R. H. (2011). Enhancement of metacognition use and awareness by means of a collaborative intervention. International Journal of Science Education, 33(3), 323-340. https://doi.org/10.1080/09500690903452922.
  • Scardamalia, M., and Bereiter, C. (1992). Text-based and knowledge based questioning by children. Cognition and instruction, 9(3), 177-199. https://doi.org/10.1207/s1532690xci0903_1.
  • Schwartz, N. H., Scott, B. M., and Holzberger, D. (2013). Metacognition: A closed-loop model of biased competition–evidence from neuroscience, cognition, and instructional research. In International handbook of metacognition and learning technologies (pp. 79-94). Springer New York.
  • Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., and Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323(5910), 122-124. https://doi.org/10.1016/j.ydbio.2009.05.104.
  • Solomon, J., and Aikenhead, G. (1994). STS education: International perspectives on reform. Ways of knowing science series. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027.
  • Strauss, A., and Corbin, J. (1998). Basics of qualitative research techniques. Sage publications.
  • Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In Mayer, R. E. and Alexander, P. A. (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York, NY: Routledge.
  • Wilks, S. (1995). Critical and creative thinking: Strategies for classroom inquiry. Armidale, NSW: Eleanor Curtain.
  • Yılmaz, E , Keray, B . (2013). Söyleşi metinleri yoluyla sekizinci sınıf öğrencilerinin soru sorma becerilerinin yenilenmiş Bloom taksonomisine göre incelenmesi. Sakarya University Journal of Education, 2(2), 20-31.
  • Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teachers’ professional development (Vol. 22). Springer Science and Business Media.
  • Zohar, A., and Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261.
  • Zohar, A., and Dori, Y. J. (2003). Higher order thinking skills and low achieving students: Are they mutually exclusive? Journal of The Learning Sciences, 12(2), 145–183. https://doi.org/10.1207/s15327809jls1202_1.
  • Zoller, U. (1987) The fostering of question-asking capability: a meaningful aspect of problem-solving in chemistry. Journal of Chemical Education, 64, 510–512. https://doi.org/10.1021/ed064p510.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Hakkı Kadayıfçı Bu kişi benim

Kübra Kaynak Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 18 Sayı: 3

Kaynak Göster

APA Kadayıfçı, H., & Kaynak, K. (2017). Üstbilişsel Soru Sorma Stratejilerinin Öğrencilerin Soru Sorma Düzeylerine Etkisi: 9. Sınıf Kimya Dersi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 702-721.

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