Ortaokul Öğrencilerinde Problem Çözme ve Bilişsel Farkındalık Beceri Düzeylerinin İncelenmesi

Yıl 2016, Cilt: 24 Sayı: 2, 789 - 802, 15.07.2016

Özden Dilek Demır

Öz

Araştırmanın amacı, ilköğretim öğrencilerinin bilişsel farkındalık becerilerine ilişkin algılarının, problem çözme becerilerini belirlemek amacıyla kullanılan “aceleci yaklaşım”, “düşünen yaklaşım”, “kaçıngan yaklaşım”, “değerlendirici yaklaşım”, “kendine güvenli” ve “planlı yaklaşım” alt ölçeklerinden alınan puanlar tarafından ne ölçüde yordandığını belirlemektir. Araştırma, Kars ili merkez ilçelerinde bulunan dört ilköğretim okulunun 5., 6. ve 7. sınıfına devam eden 335 öğrenci üzerinde gerçekleştirilmiştir. “Problem Çözme Envarteri” ve “Bilişsel Farkındalık Ölçeği” kullanılarak toplanan verilerin analizinde çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda, problem çözme kavramının bilişsel farkındalık becerisi ile ilişkisinin anlamlı düzeyde olduğu ve problem çözme becerilerini belirleyen değişkenlerin bilişsel farkındalık becerisinin anlamlı yordayıcıları olduğu bulunmuştur.

Anahtar Kelimeler

farkındalık, problem çözme becerileri, öz düzenleme

An Investigation of Secondary School Students’ Levels of Problem Solving and Metacognitive Skills

Öz

The purpose of this study is to identify how well the perceptions of primary school students regarding metacognitive skills are predicted by the scores obtained from “impetuous approach”, “thinking approach”, “avoidant approach”, “evaluator approach”, “self-confident approach” and “planned approach” sub-scales used in identifying the problem solving skills. The study was conducted with 335 5th, 6th, and 7th grade students enrolled in four primary schools in the center towns of Kars. The data obtained from “Problem Solving Inventory” and “Metacognition Scale” were analyzed using multiple regression analysis. Results show that there is a significant relationship between the concept of problem solving and metacognitive skills and that variables which identify problem solving skills are significant predictors of metacognitive skills.

Anahtar Kelimeler

Metacognition, problem solving skills, self-regulation

Kaynakça

• Azevedo, R., Grene, J. A. & Moos, D. C. (1997). The Effect Of A Human Agent’s External Regu- lation Upon College Students’ Hypermedia Learning. Metacognition Learning, 2(2-3), 67-87.
• Bannert, M. & Mengelkamp, C. (2008). Assessment Of Metacognitive Skills By Means Of İns- truction To Think Aloud And Reflect When Prompted. Does The Verbalisation Method Affect Learning? Metacognitive Learning, 3(1), 39-58.
• Case, L. P., Harris, K. R. & Graham, S. (1992). Improving The Mathematical Problem Solving Of Students With Learning Disabilities: Self-Regulated Strategy Development. The Journal of Special Education, 26, 1-19.
• Cautinho, S. A. (2007). The Relationship Between Goals, Metacognition And Academic Success. Educate, 7(1), 39–47.
• Coutinho, S., Weimer-Hastings, K., Skowronski, J. J. & Britt, M. A. (2005). Metacognition, Need For Cognition And Use Of Explanations During Ongoing Learning And Problem Solving. Le- arning and Individual Differences, 15, 321-337.
• Danışık, N.D. (2005). Ergenlerin sürekli öfke-öfke ifade tarzları ile problem çözme becerileri arasındaki ilişki. Unplished Master Disertation, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
• Desoete, A. (2008). Multi-Method Assessment Of Metacognitive Skills in Elementary School Children: How You Test İs What You Get. Metacognition Leanring, 3 (3), 189-206.
• Desoete, A. & Roeyers, H. (2002). Off-Line Metacognition – A Domain Specific Retardation İn Young Children With Learning Disabilities. Learning Disability Quarterly, 25, 123-139.
• Desoete, A., Roeyers, H. & Buysee, A. (2001). Metacognition and Mathematical Problem Solving in Grade 3. Journal of Learning Disabilities, 34, 435-449.
• Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Health and Company.
• Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C.L., Owen, R. & Schroeter, K. (2003). Enhancing Third-Grade Students’ Mathematical Problem Solving With Self-Regulated Lear- ning Strategies. Journal of Educational Psychology, 95(2), 306-315.
• Genç, S.Z & Kalafat, T. (2007). Öğretmen Adaylarının Demokratik Tutumları İle Problem Çözme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. Pamukkale Üniversitesi Eğitim Fa- kültesi Dergisi, 22 (2).
• Gültekin, A. (2006). Psikolojik danışmanlık ve rehberlik öğrencilerinin problem çözme becerilerinin in- celenmesi. Unplished Master Disertation, Atatürk Üniversitesi, Sosyal Bilimler Enstitüsü, Erzurum.
• Gündoğdu, Z. (2010). Bursa il merkezindeki anadolu liseleri, kız meslek liseleri ve genel liselere devam eden 9. ve 12. sınıf öğrencilerinin çatışma eğilimleri ile problem çözme becerileri arasındaki ilişkinin incelenmesi. Unplished Master Disertation, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Goos, M., Galbraith, P. & Renshaw, P. (2000). A Money Problem: A Source of İnsight into Problem Solving Action. International Journal for Mathematics Teaching and Learning, 80.
• Hargrove, R. & Nietfeld, J. L. (2015). The Impact of Metacognitive Instruction on Creative Problem Solving.The Journal of Experimental Education, 83 (3), 291-318.
• Havenga, M., Breed, B., Mentz, E., Govender, D., Govender, I. ve Dignum, F. (2013). Metacogniti- ve and Problem-Solving Skills to Promote Self-Directed Learning in Computer Programming: Teachers’ Experiences. Sa-educ Journal, 10 (2), 1-14.
• Heddens, J. W. & Speer, W. R. (1997). Today’s mathematic: Part I: Concepts and classroom met- hods (9. Baskı). Saddle River, NJ: Prentice-Hall.
• Hollingworth, R. & McLoughlin, C. (2001). Developing Science Students’ Metacognitive Problem Solving Skills Online. Australian Jounral of Educational Technology, 17, 50-63.
• Houtz C. J. & Selby C. (2009). Problem Solving Style, Creative Thinking, And Problem Solving Cotifidence. Educational Research Qarterly, 33(1),18-30.
• Kapa, E. (2001). A Metacognitive Support During The Process of Problem Solving in a Compute- rized Environment. Educational Studies in Mathematics, 47, 317-336.
• Koray, Ö. & Azar, A. (2008). Ortaöğretim Öğrencilerinin Problem Çözme ve Mantıksal Düşünme Bece- rilerinin Cinsiyet ve Seçilen Alan Açısından İncelenmesi. Kastamonu Eğitim Dergisi, 16(1),125-136.
• Kramarski, B., Mavarech, Z. R. & Arami, M. (2002). The Effects of Metacognitive İnstruction on Solving Mathematical Authentic Tasks. Educational Studies in Mathematics, 49, 225-250.
• Kramarski, B. (2008). Promoting Teachers’ Algebraic Reasoning And Self-Regulation With Meta- cognitive Guidance. Metacognitive Learning, 3(2), 83-99.
• Laxman, K. (2010). A Conceptual Framework Mapping The Application Of İnformation Search Strategies To Well And İll-Structured Problem Solving. Computers & Education, 55, 513- 526.
• Louca-Papaleontiou, E. (2003). The Concept and Development Of Metacognition. Teacher Deve- lopment: An International Journal of Teachers’ Professional Development, 7(1), 9-30.
• Malik, M.A. 6 Iqbal, M.Z. (2011). Effects Of Problem Solvıng Teachıng Strategy On Problem Sol- vıng And Reasonıng Abılıty Of 8th Graders. Internatıonal Journal of Academıc Research, 3(5).
• Marge, J. J. (2001). The effect of metacognitive strategy scaffolding on student achievement in solving complex math word problems. Unplished Doctor Disertation. CA: Kaliforniya University, Riverside.
• Mayer, R. E. (2006). The role of domain knowledge in creative problem solving. In J. C. Kaufman & J. Baer, (Eds.) Creativity and reason in cognitive development. New York: Cambridge University Press.
• Naglieri, J. A. & Das, J. P. (2005). Planning, attention, simultaneous, successive (pass) theory: a revision of the concept of ıntelligence (120-135). In: D. P. Flanagan & P. L. Harrison (Eds.) Contemporary ıntellectual assessment. New York: The Guilford Press.
• Nadir, B. (2002). Ergenlerde problem çözme becerisini yordayıcı bir değişken olarak benlik imgesi. Unplished Master Disertation, Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Trabzon.
• Paris, S. G. & Winograd P. (1990). How metacognition can promote academic learning and ins- truction, B. F. Jones ve L. Idol (Edt), Dimension of Thinking and Cognitive Instruction, içinde (ss.15-52). New Jersey: NCREL-Lawrence Erlbaum Associates Publishers.
• Pol H. J., Harskamp E. G., Suhre C. J. M. & Goedhart, J. M. (2009). How İndirect Supportive Di- gital Help During and After Solving Physics Problems can İmprove Problem-Solving Abilities. Computers & Education, 53, 34–50.
• 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.
• Sardoğan, M.E., Karahan, T.F. & Kaygusuz, C. (2006). Üniversite Öğrencilerinin Kullandıkları Kararsızlık Stratejilerinin Problem Çözme Becerisi, Cinsiyet, Sınıf Düzeyi Ve Fakülte Türüne Göre İncelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 2(1), 78-97.
• Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. D. A., Grouws (Ed.), Handbook of research on mathematics teaching and learning içinde (ss. 334-370). New York: Macmillian.
• Schraw, G. (2009). Measuring metacognitive judgments. D. J. Hacker, J. Dunlosky and A. C. Graes- ser (Edt.), Handbook of metacognition in education içinde (ss. 415-429). New York: Routledge.
• Scott, A. S. & Doug K. (2010). Teaching University-Level Technology Students Via The Learning Preferences And Problem-Solving. Journal of Technology Studies, 36(1), 16-23.
• Swanson, H. L. (1990). Influence of Metacognitive Knowledıge And Aptitude On Problem Sol- ving. Journal of Educational Psychology, 32 (2), 306-314.
• Swanson, H. (1992). The Relationship Between Metacognition And Problem Solving İn Gifted Children. Rooper Review, 15(1), 43-49.
• Şahin, N., Şahin, N. H. & Heppner, P. P. (1993). Psychometric Properties Of The Problem Solving İnven- tory İn A Group Of Turkish University Students. Cognitive Therapy and Research, 17(4), 379-396.
• Tabachnick, B.G. & Fidell, L. S. (2001). Using multivariate statistics (fourth edition), New York: College Publishers.
• Teong, S. K. (2002). The Effect of Matecognitve Training On Mathematical Word Problem Solving. Journal of Computer Assisted Learning, 19, 46-55.
• Veenman, M. V. J, Van Hout-Wolters, B. & Afflerbach, P. (2006). Metacognition And Learning: Conceptual And Methodological Considerations. Metacognition and Learning, 1, 3-14.
• Victor, A. M. (2004). The Effects of metacognitive instruction on the planning and academic achie- vement of first and second grade children. Unplished Doctor Disertation, II Graduate College of the Illinois Institute of Technology, Chicago.
• Vrugt, A. & Oort, F. J. (2008). Metacognition, Achievement Goals, Study Strategies And Academic Achievement: Pathways To Achievement. Metacognition Learning, 3(2), 123-146.
• Yıldırım , A., Hacıhasanoğlu, R., Karakurt, P. & Türkleş, S. (2011). Lise Öğrencilerinin Problem Çözme Becerileri ve Etkileyen Faktörler. Uluslararası İnsan Bilimleri Dergisi, 8 (1).