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ÜSTBİLİŞ

Yıl 2008, Cilt: 6 Sayı: 4, 713 - 740, 01.12.2008

Öz

Üstbiliş (metacognition), en kısa tanımıyla, kişinin kendi düşünme süreçlerinin farkında olması ve bu
süreçleri kontrol edebilmesi anlamına gelir. Kendi zihinsel süreçlerinin daha fazla farkında olan,
dolayısıyla daha bilinçli öğrenen bireylerin yetiştirilmesinde, üstbiliş önemli bir faktör olarak öne
çıkmaktadır. Özellikle gelişmiş ülkelerde eğitim alanında yapılan modern araştırmaların bu konuya
odaklandığı görülmekteyken Türkiye’de bu konuda yeterli miktarda yayın bulunmadığı gözlenmektedir.
Gözlenen bu eksiklikten de hareketle bu makalenin amacı; ilgili literatüre dayalı olarak üstbiliş
kavramını kuramsal olarak ele almak, konuyu bu alanda yapılan çalışmalardan örnekler vererek
incelemek ve öğrencilerin gelişim düzeylerini de dikkate alarak eğitim öğretim faaliyetleri bakımından
önerilerde bulunmaktır. Diğer yandan Türkiye’de sınırlı sayıda da olsa üstbiliş konusunda yapılan
yayınlarda konuyla ilgili İngilizce terimler için kullanılan Türkçe karşılıklarda bir fikir birliği
bulunmadığı görülmektedir. Bu nedenle bu makalenin bir diğer amacı da, araştırmacı tarafından
gözlenen bu terim farklılıklarının, geniş bir literatür taraması, Türk Dil Kurumu’nun görüşleri ve uzman
kanıları ile desteklenerek netleştirilmesi ve böylelikle üstbiliş ile ilgili terimlerin de konuyla ilgili tüm
araştırmacılar tarafından kabul edilecek biçimde düzenlenmesi için önerilerde bulunmaktır.

Kaynakça

  • Aktaş, Y. (2002). Okulöncesi dönemde matematik eğitimi. Adana: Nobel Tıp Kitabevi.
  • Ashman, A. F. ve Conway, R. N. F. (1997). An introduction to cognitive education. New York: Routledge.
  • Ataman, A. (2004). Gelişim, kuramlar ve kavramlar. İçinde: A. Ataman (Ed.). Gelişim ve öğrenme. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Aydın, A. (2001). Gelişim ve öğrenme psikolojisi. İstanbul: Alfa Yayınları.
  • Beauford, J. (1996). A Case Study of Adult Learners’ Metacogtive Strategies in Factoring Polynomials over theIntegers.Unpublished doctoral dissertation, University of Texas, Austin.
  • Berliner, D. C. (1988). Educational psychology. Boston: Allyn and Bacon.
  • Blakey, E. ve Spence, S. (1990). Developing Metacognition. Syracuse, NY: ERIC Information Center Resources [ED327218].
  • Brown, A. L. (1978). Knowing When, where, and how to remember: A problem of metacognition. In R. Glasser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erbaum.
  • Brown, A. L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce, W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erbaum.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert, R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Butterbield, E. C., Albertson, L. R. ve Johnston, J. C. (1995). On making cognitive theory more general and developmentally pertinent. In F. E. Weinert, W. Schneider (Eds.). Memory performance and competencies: ıssues in growth and development. Mahwah, NJ: Lawrence Erbaum.
  • Cardelle-Elawar, M. ve Corno, L. (1985). A factorial experiment in teachers’ written feedback on studenthomework: Changing teacher behavior a little rather than a lot. Journal of Educational Psychology, 77, 162-173.
  • Carr, M., Alexander, J. ve Folds-Bennett, T. (1994). Metacognition and mathematics strategy use. Applied Cognitive Psychology, 8, 583-595.
  • Case, L .P., Harris, K. R. ve 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.
  • Clark, R. E. (1998). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
  • Cohen, R., Schleser, R. ve Meyers, A. (1981). Self Instructions: Effects of cognitive level and active rehearsal. Journal of Experimental Child Psychology, 32, 65- 76.
  • Çakıroğlu, A. (2007a). Üstbiliş. Türkiye Sosyal Araştırmalar Dergisi, 11(2), 21-27.
  • Çakıroğlu, A. (2007b). Üstbilişsel strateji kullanımının okuduğunu anlama düzeyi düşük öğrencilerde erişi artırımına etkisi. Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Çetin, B. (2006). İlköğretim 5. sınıf öğrencilerinin biliş üstü becerilerinin incelenmesi. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri (Cilt II.), (Ankara, Gazi Üniversitesi, 2006). Ankara: Kök Yayıncılık.
  • Çetinkaya, P. (2000). Metacognition: Its assessment and relationship with reading comprehension, achievement, and aptitude for sixth grade student. Yayımlanmamış yüksek lisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Desoete, A. (2006). Experiences with the evaluation and predication assessment (EPA 2000) in the assessment of native and non native speaking elementary school children. (Baskıda).
  • Desoete, A., Roeyers, H. ve Buysee, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34, 435-449.
  • Desoete, A. ve Roeyers, H. (2002). Off-line metacognition – a domain-specific retardation in young children with learning disabilities. Learning Disability Quarterly, 25, 123-139.
  • Desoete, A., Roeyers, H. ve De Clercq, A. (2002). EPA2000: Assessing off-line metacognition in mathematical problem-solving. Focus on Learning Problems in Mathematics, 24, 53-69
  • Drmrod, J. E. (1990). Human learning. New York: Macmillan.
  • Efklides, A. (2001). Metacognitive experiences in problem solving. In A. Efklides, J. Kuhl, R. M. Sorrentino (Eds.), Trends and prospects in motivation research. Dordrecht, Netherlands: Kluiwer.
  • Eggen, P. ve Kauchak, D. (2001). Educational psychology. New Jersey, NJ: Merrill Prentice Hall.
  • El-Hindi, A. E. (1996). Enchancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.R. Resnick (Ed.), The Nature of intelligence. Hillsdale, NJ: Lawrence Erbaum.
  • Flavell, J. H. (1979). Metacognitive and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologyst, 34, 906-911.
  • Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45.
  • Garner, R. ve Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. EducationalPsychologist, 24(2), 143-158.
  • Gay, G. (2006). The nature of metacognition. Internet’ten 16.09.2006 tarihinde alınmıştır: http://www.ldrc.ca
  • Gelen, İ. (2003). Bilişsel farkındalık stratejilerinin türkçe dersine ilişkin tutum, okuduğunu anlama ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Çukurova Üniversitesi, Adana.
  • Goos, M., Galbraith, P. ve Renshaw, P. (2000). A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, 80.
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81-96.
  • Hacker, D. J. ve Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching andLearning, 95, 73-79.
  • Huitt, W. (1997). Metacognition. educational psychology ınteractive. Valdosta, GA: Valdosta State University.
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  • Marge, J. J. (2001). The effect of metacognitive strategy scaffolding on student achievement in solving complex math word problems. Unpublished doctoral dissertation, CA: University of California, Riverside.
  • Masui, C. ve De Corte, E. (1999). Enhancing learning and problems solving skills: Orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9(6), 517-542.
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  • M.E.B. Talim ve Terbiye Kurulu Başkanlığı (2004). İlköğretim programı. Ankara: Devlet Kitapları Müdürlüğü Basımevi.
  • Mevarech, Z. R. (1995). Metacognition, general ability, and mathematical understanding. Early Education and Development, 6, 155-168.
  • Mevarech, Z. R. (1999). Effects of metacognitive training embedded in cooperative settings on mathematicalproblem solving. The Journal of Educational Research, 92, 195-205.
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  • Özsoy, G. (2006). Problem çözme ve üstbiliş. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri (Ankara, Gazi Üniversitesi, Mayıs-2006) (Cilt II.). Ankara: Kök Yayıncılık.
  • Özsoy, G. (2007). İlköğretim beşinci sınıfta üstbiliş stratejileri öğretiminin problem çözme başarısına etkisi.Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
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  • Selçuk, Z. (2000). Gelişim ve öğrenme. Ankara: Nobel Yayın Dağıtım.
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  • Schneider, W. ve K. Lockl (2002). The development of metacognitive knowledge in children and adolescents.In: T. Perfect, B. Schwartz (eds.). Applied metacognition. West Nyack, NY, USA: Cambridge University Pres.
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METACOGNITION

Yıl 2008, Cilt: 6 Sayı: 4, 713 - 740, 01.12.2008

Öz

Meta-cognition can be defined as one’s awareness of his/ her own cognitive processes and abilities to
control these processes. Meta-cognition is an important factor for educating conscious individuals who
are aware of their cognitive processes. Especially in developed countries researches in the field of
education focus on meta- cognition, whereas in Türkiye there are not enough researches and publications
about this subject. With this respect, the purposes of this article is to explain the term meta- cognition
theoretically, to examine the subject by giving examples from the related studies, and to give some
suggestions for educational activities by taking into consideration the students’ developmental levels. On
the other hand, although there are limited numbers of studies in Turkish literature related with meta-cognition,
it can be seen that there is no consistency among the Turkish terms which are used instead of
the English ones. For this reason, this study also aims at clarifying the inconsistencies observed in using
the terms and giving some suggestions for the definitions of these terms which are accepted by
researchers studying in this area. The recommendations about this topic are given by taking into account
the findings of the experts and perspective of Turkish Language Association to help other researchers to
clarify the meanings of concepts related with this subject.

Kaynakça

  • Aktaş, Y. (2002). Okulöncesi dönemde matematik eğitimi. Adana: Nobel Tıp Kitabevi.
  • Ashman, A. F. ve Conway, R. N. F. (1997). An introduction to cognitive education. New York: Routledge.
  • Ataman, A. (2004). Gelişim, kuramlar ve kavramlar. İçinde: A. Ataman (Ed.). Gelişim ve öğrenme. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Aydın, A. (2001). Gelişim ve öğrenme psikolojisi. İstanbul: Alfa Yayınları.
  • Beauford, J. (1996). A Case Study of Adult Learners’ Metacogtive Strategies in Factoring Polynomials over theIntegers.Unpublished doctoral dissertation, University of Texas, Austin.
  • Berliner, D. C. (1988). Educational psychology. Boston: Allyn and Bacon.
  • Blakey, E. ve Spence, S. (1990). Developing Metacognition. Syracuse, NY: ERIC Information Center Resources [ED327218].
  • Brown, A. L. (1978). Knowing When, where, and how to remember: A problem of metacognition. In R. Glasser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erbaum.
  • Brown, A. L. (1980). Metacognitive development and reading. In R.J. Spiro, B. Bruce, W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erbaum.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert, R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Butterbield, E. C., Albertson, L. R. ve Johnston, J. C. (1995). On making cognitive theory more general and developmentally pertinent. In F. E. Weinert, W. Schneider (Eds.). Memory performance and competencies: ıssues in growth and development. Mahwah, NJ: Lawrence Erbaum.
  • Cardelle-Elawar, M. ve Corno, L. (1985). A factorial experiment in teachers’ written feedback on studenthomework: Changing teacher behavior a little rather than a lot. Journal of Educational Psychology, 77, 162-173.
  • Carr, M., Alexander, J. ve Folds-Bennett, T. (1994). Metacognition and mathematics strategy use. Applied Cognitive Psychology, 8, 583-595.
  • Case, L .P., Harris, K. R. ve 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.
  • Clark, R. E. (1998). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
  • Cohen, R., Schleser, R. ve Meyers, A. (1981). Self Instructions: Effects of cognitive level and active rehearsal. Journal of Experimental Child Psychology, 32, 65- 76.
  • Çakıroğlu, A. (2007a). Üstbiliş. Türkiye Sosyal Araştırmalar Dergisi, 11(2), 21-27.
  • Çakıroğlu, A. (2007b). Üstbilişsel strateji kullanımının okuduğunu anlama düzeyi düşük öğrencilerde erişi artırımına etkisi. Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Çetin, B. (2006). İlköğretim 5. sınıf öğrencilerinin biliş üstü becerilerinin incelenmesi. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri (Cilt II.), (Ankara, Gazi Üniversitesi, 2006). Ankara: Kök Yayıncılık.
  • Çetinkaya, P. (2000). Metacognition: Its assessment and relationship with reading comprehension, achievement, and aptitude for sixth grade student. Yayımlanmamış yüksek lisans tezi, Boğaziçi Üniversitesi, İstanbul.
  • Desoete, A. (2006). Experiences with the evaluation and predication assessment (EPA 2000) in the assessment of native and non native speaking elementary school children. (Baskıda).
  • Desoete, A., Roeyers, H. ve Buysee, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34, 435-449.
  • Desoete, A. ve Roeyers, H. (2002). Off-line metacognition – a domain-specific retardation in young children with learning disabilities. Learning Disability Quarterly, 25, 123-139.
  • Desoete, A., Roeyers, H. ve De Clercq, A. (2002). EPA2000: Assessing off-line metacognition in mathematical problem-solving. Focus on Learning Problems in Mathematics, 24, 53-69
  • Drmrod, J. E. (1990). Human learning. New York: Macmillan.
  • Efklides, A. (2001). Metacognitive experiences in problem solving. In A. Efklides, J. Kuhl, R. M. Sorrentino (Eds.), Trends and prospects in motivation research. Dordrecht, Netherlands: Kluiwer.
  • Eggen, P. ve Kauchak, D. (2001). Educational psychology. New Jersey, NJ: Merrill Prentice Hall.
  • El-Hindi, A. E. (1996). Enchancing metacognitive awareness of college learners. Reading Horizons, 37, 214-230.
  • Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.R. Resnick (Ed.), The Nature of intelligence. Hillsdale, NJ: Lawrence Erbaum.
  • Flavell, J. H. (1979). Metacognitive and Cognitive Monitoring: A New Area of Cognitive Developmental Inquiry. American Psychologyst, 34, 906-911.
  • Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50, 21-45.
  • Garner, R. ve Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. EducationalPsychologist, 24(2), 143-158.
  • Gay, G. (2006). The nature of metacognition. Internet’ten 16.09.2006 tarihinde alınmıştır: http://www.ldrc.ca
  • Gelen, İ. (2003). Bilişsel farkındalık stratejilerinin türkçe dersine ilişkin tutum, okuduğunu anlama ve kalıcılığa etkisi. Yayımlanmamış doktora tezi, Çukurova Üniversitesi, Adana.
  • Goos, M., Galbraith, P. ve Renshaw, P. (2000). A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, 80.
  • Gourgey, A. F. (1998). Metacognition in basic skills instruction. Instructional Science, 26, 81-96.
  • Hacker, D. J. ve Dunlosky, J. (2003). Not all metacognition is created equal. New Directions for Teaching andLearning, 95, 73-79.
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  • Lioe, L.T., Fai, H. K. ve Hedberg, J. G. (2005). Thinker-listener pair ınteractions to develop students’ metacognitive startegies for mathematical problem solving. The Third East Asia Regional Conference on Mathematics Education, 7-12 Ağustos 2005, Shangai, China.
  • Loper, A. B. (1982). Metacognitive training to sorrect academic deficiency. Topics in Learning and Learning Disabilities, 2(1), 61-68.
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  • Marge, J. J. (2001). The effect of metacognitive strategy scaffolding on student achievement in solving complex math word problems. Unpublished doctoral dissertation, CA: University of California, Riverside.
  • Masui, C. ve De Corte, E. (1999). Enhancing learning and problems solving skills: Orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9(6), 517-542.
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  • Mevarech, Z. R. (1995). Metacognition, general ability, and mathematical understanding. Early Education and Development, 6, 155-168.
  • Mevarech, Z. R. (1999). Effects of metacognitive training embedded in cooperative settings on mathematicalproblem solving. The Journal of Educational Research, 92, 195-205.
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  • Morin, E. (2003). Geleceğin eğitimi için gerekli yedi bilgi. Çeviren: H. Dilli. İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Naglieri, J. A. ve Johnson, D. (2000). Effectiveness of a cognitive strategy intervention in improving aritmethiccomputation based on the pass theory. Journal of Learning Disabilities, 35, 591-597.
  • NCREL (1995). Strategic teaching and reading project guidebook. NCREL (North Central Regional Educational Laboratory).
  • Nelson, T. O. ve Narens, L. (1994). Why investigate metacognition? In: Metcalfe, Shimamura (Eds.). Metacognition. (207-226). Cambridge: MIT Press.
  • Nichol, G., Cohen, R., Meyers, A. ve Schleser, R. (1982). Generalization of self- instruction training. Journal ofApplied Developmental Psychology, 3, 205-215.
  • Nisbett, R. E. ve Wilson, T. D. (1977). Telling more than we know: Verbal reports on mental processes. Psychological Review, 84, 231–259.
  • Özsoy, G. (2006). Problem çözme ve üstbiliş. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri (Ankara, Gazi Üniversitesi, Mayıs-2006) (Cilt II.). Ankara: Kök Yayıncılık.
  • Özsoy, G. (2007). İlköğretim beşinci sınıfta üstbiliş stratejileri öğretiminin problem çözme başarısına etkisi.Yayımlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Piaget, J. (1976). The psychology and intelligence in children. New York: International Universities Press.
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  • Reeve, R. A. ve Brown, A. L. (1985). Metacognition reconsidered: Implications for intervention research. Journal of Abnormal Child Psychology, 13, 343-356.
  • Selçuk, Z. (2000). Gelişim ve öğrenme. Ankara: Nobel Yayın Dağıtım.
  • Senemoğlu, N. (2005). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Gazi Kitabevi.
  • Schneider, W. ve K. Lockl (2002). The development of metacognitive knowledge in children and adolescents.In: T. Perfect, B. Schwartz (eds.). Applied metacognition. West Nyack, NY, USA: Cambridge University Pres.
  • Schoenfeld, A. (1985). Mathematical problem solving. San Diego, CA: Academic Press.
  • Schoenfeld, A. (1987). What’s all the fuss about metacognition? In: A. H. Schoenfeld (Ed.), Cognitive Scienceand Mathematics Education, 189-215. Lawrence Erlbaum.
  • Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgements. The Journal of Experimental Education, 65(2), 135-146.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
  • Schraw, G. ve Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
  • Schurter, W. A. (2001). Comprehension monitoring and polya’s heuristics as tools for problem solving bydevelopmental mathematics students. Unpublished doctoral dissertation, The University of the Incarnate Word, San Antonio, TX:
  • Schurter, W. A. (2002). Comprehension monitoring: An aid to mathematical problem solving. Journal ofDevelopmental Education, 26, 22-33.
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  • Şimşek, N. ve Karadeniz, Ş. (2004). Bilişçi öğrenme kuramları. İçinde: Ayşegül Ataman (Ed.). Gelişim ve Öğrenme. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Tanner, H. ve Jones, S. (2000). Becoming a successful teacher of mathematics. London, UK: RoutledgeFalmer.
  • Teong, S. K. (2002). The effect of metacognitive training on mathematical word- problem Solving. Journal ofComputer Assisted Learning, 19, 46-45.
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  • Ülgen, G. (1997). Eğitim psikolojisi, kavramlar, ilkeler, yöntemler, kuramlar ve uygulamalar. Ankara: Kurtiş Matbaası.
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  • Veenman, M. V. J. (2005). The assessment of metacognitive skills: what can be learned from multi-methoddesigns? In: B. Moschner, C. Artelt (Eds.) Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (75-97). Berlin: Waxmann.
  • Victor, A. M. (2004). The effects of metacognitive instruction on the planning and academic achievement of first and second grade children. Unpublished doctoral dissertation, II Graduate College of the Illinois Istitute of Technology, Chicago.
  • Yıldız, E., Akpınar, E. ve Ergin, Ö. (2006). Fen bilgisi öğretmen adaylarının biliş üstü algılarını etkileyenfaktörler ve biliş üstü algıların öğrenme yaklaşımlarıyla ve akademik başarılarıyla ilişkisi. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi 6-8 Eylül 2006, Ankara.
  • Yurdakul, B. (2004). Yapılandırıcı öğrenme yaklaşımının öğrenenlerin problem çözme becerilerine, bilişötesi farkındalık ve derse yönelik tutum düzeylerine etkisi ile öğrenme sürecine katkıları. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Wellman, H. M. (1985). The origins of metacognition. In: D. L. Forrest-Presley, G.E. MacKinnon, T. GeryWaller (Eds.). Metacognition, Cognition, and Human Performance. Orlando: Academic Press.
  • Zimmerman, B. J. ve Martinez-Pons, M. (1990). Student differences in self- regulated learning: relating grade,sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51-59.
Toplam 98 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA37FJ38ER
Bölüm Makaleler
Yazarlar

Gökhan Özsoy Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2008
Gönderilme Tarihi 1 Aralık 2008
Yayımlandığı Sayı Yıl 2008 Cilt: 6 Sayı: 4

Kaynak Göster

APA Özsoy, G. (2008). ÜSTBİLİŞ. Türk Eğitim Bilimleri Dergisi, 6(4), 713-740.

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