Araştırma Makalesi
BibTex RIS Kaynak Göster

Fen Bilimleri Öğretmen Adaylarının Kalibrasyon Becerisinin Öğrenme Stratejileri ve Öz Yeterlikle İlişkisinin İncelenmesi

Yıl 2021, , 437 - 462, 15.12.2021
https://doi.org/10.33711/yyuefd.1029057

Öz

Tutarlı öz değerlendirmeler yapabilmek öğrenme açısından kritik bir öneme sahiptir. Öz değerlendirmelerin yapılmasında ise kalibrasyon kavramı öne çıkmaktadır. Kalibrasyon, kişinin sergileyeceğini düşündüğü performans ile gerçek performansı arasındaki farktır. Bu açıdan kalibrasyon kişinin kendi becerilerini tartması bakımından önem taşımaktadır. Bu çalışmanın amacı fen bilimleri öğretmen adaylarının organik kimya dersi başarı kalibrasyonlarının öz düzenleme stratejilerinden olan çaba düzenlemesi, bilişüstü stratejiler ve öz yeterlikleriyle ilişkisinin incelenmesidir. Nicel yöntemin kullanıldığı çalışma tarama deseninde gerçekleştirilmiştir. Çalışmaya 76 fen bilimleri öğretmen adayı katılmıştır. Çalışmanın verilerini organik kimya dersi yarıyıl sonu sınav notları, yarıyıl sonu sınavı öncesinde öğrencilerin almayı bekledikleri not tahminleri ve Öğrenmede Güdüsel Stratejiler Ölçeği’nin çaba düzenlemesi, biliş üstü stratejiler ve öz yeterlik alt boyutlarının uygulanması ile elde edilen veriler oluşturmaktadır. Toplanan veriler betimleyici ve çıkarımsal istatistik yöntemleri ile analiz edilmiştir. Grup karşılaştırmaları için varyans analizleri, değişkenler arası ilişkilerin tespiti için korelasyon analizleri yapılmıştır. Analizler sonucunda fen bilimleri öğretmen adaylarının organik kimya dersi yarıyıl sonu sınavında başarı kalibrasyonunun yüksek başarılı öğrenciler lehine olduğu, düşük başarılı öğrencilerin kalibrasyonlarının da düşük olduğu belirlenmiştir. Benzer şekilde çaba düzenlemesi ve biliş üstü stratejilerde yüksek başarılı öğrenciler lehine anlamlı farklılıklar ortaya çıkmış, öz yeterlikte ise yüksek başarılı öğrencilerin orta ve düşük başarılı öğrencilerle anlamlı şekilde farklılaştıkları tespit edilmiştir. Kalibrasyon becerisinin çaba düzenlemesi ve öz yeterlik ile negatif yönde zayıf bir ilişkisinin olduğu, ancak biliş üstü stratejilerle ilişkili olmadığı bulunmuştur. Çalışma bulguları ilgili alan yazın ışığında tartışılmıştır.

Kaynakça

  • Alexander, P. A. (2013). Calibration: What is it and why it matters? An introduction to the special issue on calibrating calibration. Learning and Instruction, 24(1), 1–3. https://doi.org/10.1016/j.learninstruc.2012.10.003
  • Aşık, G. & Sevimli, E. (2015). Üstbiliş kalibrasyonunun matematik başarısı bağlamında incelenmesi: Mühendislik öğrencileri örneği. Boğaziçi Üniversitesi Eğitim Dergisi, 32(2), 19-36.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84, 191-215. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  • Bol, L., & Hacker, D. J. (2012). Calibration research: Where do we go from here? Frontiers in Psychology, 3, 1–6. https://doi.org/10.3389/fpsyg.2012.00229
  • Bol, L., Hacker, D. J., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. Journal of Experimental Education, 73(4), 269–290. https://doi.org/10.3200/JEXE.73.4.269-290
  • Chen, P. P. (2003). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14, 79-92.
  • Dang, N. V., Chiang, J. C., Brown, H. M., & McDonald, K. K. (2018). Curricular activities that promote metacognitive skills impact lower-performing students in an introductory biology course. Journal of Microbiology & Biology Education, 19(1), 1-9.
  • Desoete, A. (2008). Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get. Metacognition and Learning, 3(3), 189-206.
  • Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students’ judgments can improve their achievement. Learning and Instruction, 24(1), 58–61. https://doi.org/10.1016/j.learninstruc.2012.05.002
  • Emory, B., & Luo, T. (2020). Metacognitive training and online community college students’ learning calibration and performance. Community College Journal of Research and Practice, 1-17.
  • Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River: Prentice-Hall. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill Companies. García, T., Rodríguez, C., González-Castro, P., González-Pienda, J. A., & Torrance, M. (2016). Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks. Metacognition and Learning, 11(2), 139-170.
  • George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
  • Grimes, P. W. (2002). The overconfident principles of economics student: An examination of a metacognitive skill. The Journal of Economic Education, 33(1), 15-30.
  • Gutierrez, A. P., & Price, A. F. (2016). Calibration between undergraduate students' prediction of and actual performance: The role of gender and performance attributions. The Journal of Experimental Education, 85(3), 486-500.
  • Hacker, D. J., Bol, L., & Bahbahani, K. (2008). Explaining calibration accuracy in classroom contexts: The effects of incentives, reflection, and explanatory style. Metacognition and Learning, 3(2), 101–121. https://doi.org/10.1007/s11409-008-9021-5
  • Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160–170. https://doi.org/10.1037/0022-0663.92.1.160
  • Hong, J. C., Hwang, M. Y., Tai, K., H., & Chen, Y. L. (2014). Using calibration to enhance students’ self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety. Computers & Education, 72, 313-322.
  • Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
  • Jensen, P. A., & Moore, R. (2008). Students' behaviors, grades & perceptions in an introductory biology course. The American Biology Teacher, 70(8), 483-487.
  • Kallia, M., & Sentance, S. (2018). Are boys more confident than girls? The role of calibration and students’ self-efficacy in programming tasks and computer science. ACM International Conference Proceeding Series, 4–7. https://doi.org/10.1145/3265757.3265773
  • Keren, G. (1991). Calibration and probability judgements: Conceptual and methodological issues. Acta Psychologica, 77(3), 217-273.
  • Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
  • Korkmaz, O. (2018). Academic procrastination in secondary school students: Examining the prediction of the self-efficacy and locus of control. International Journal of Social Research, 7(1), 19-35.
  • Lingel, K., Lenhart, J., & Schneider, W. (2019). Metacognition in mathematics: do different metacognitive monitoring measures make a difference? ZDM, 51(4), 587-600.
  • Morphew, J. W. (2021). Changes in metacognitive monitoring accuracy in an introductory physics course. Metacognition and Learning, 16(1), 89-111.
  • Nelson, T. O. (1996). Gamma is a measure of the accuracy of predicting performance on one item relative to another item, not of the absolute performance on an individual item comments on Schraw (1995). Applied Cognitive Psychology,10(3), 257-260.
  • Nietfeld, J., Cao, L., & Osborne, J. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. The Journal of Experimental Education, 74(1), 7–28.
  • Osterhage, J. L. (2021). Persistent miscalibration for low and high achievers despite practice test feedback in an introductory biology course. Journal of Microbiology & Biology Education, 22(2), 1-11.
  • Osterhage, J. L., Usher, E. L., Douin, T., & Bailey, W. M. (2019). Opportunities for self-evaluation increase student calibration in an introductory biology course. CBE Life Sciences Education, 18(2), 1-10. 10.1187/cbe.18-10-0202. PubMed.
  • Özsoy, G. (2012). Investigation of fifth grade students’ mathematical calibration skills. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 1190–1194.
  • Pallant, J. (2016). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi (Çev: Sibel Balcı, Berat Ahi). Ankara: Anı Yayıncılık.
  • Pamuk, S., & Elmas, R. (2015). Üst-bilişsel öz-düzenlemenin, öz-yeterlik ve hedef yönelimi ile açıklanması: Afyon ili örneği. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 175-189.
  • Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning. Ann Arbor: The University of Michigan.
  • Pintrich, P. R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993) Reliability and predictive validity of the motivated strategies for learning questionnaire. Educational and Psychological Measurement, 53, 810-813.
  • Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The American Journal of Distance Education, 22, 72 –89.
  • Rachmatullah, A., & Ha, M. (2019). Examining high-school students’ overconfidence bias in biology exam: a focus on the effects of country and gender. International Journal of Science Education, 41(5), 652-673.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
  • Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In Handbook of self-regulation (pp. 631-649). Academic Press.
  • Siegesmund, A. (2016). Increasing student metacognition and learning through classroom-based learning communities and self-assessment. Journal of Microbiology & Biology Education, 17(2), 204-214.
  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79.
  • TDK (2021). Kalibrasyon. Türk Dil Kurumu sözlüğünde. Türk Dil Kurumu. https://sozluk.gov.tr
  • Uçar, F. M., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education, 35(2), 149-168
  • Valdez, A. (2013). Student metacognitive monitoring: Predicting test achievement from judgment accuracy. International Journal of Higher Education, 2(2), 141-146.
  • van Laer, S., & Elen, J. (2019). The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education, 135, 30-48.
  • Veenman, M. V. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6(2), 205-211.
  • Weinert, F. E., & Kluwe, R. H. (1987). Metacognition. motivation, and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Zabrucky, K. M., Agler, L. M. L., & Moore, D. (2009). Metacognition in Taiwan: Students’ calibration of comprehension and performance. International Journal of Psychology, 44(4), 305–312. https://doi.org/10.1080/00207590802315409
  • Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71-82.
  • Zimmerman, B. (2011). Motivational sources and outcomes of self-regulated learning and performance. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (pp. 49-64). Routledge.
  • Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In Handbook of metacognition in education (pp. 311-328). Routledge.
  • Zimmerman, B. & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance (pp. 1-14). Routledge.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Dekant Kıran Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Kıran, D. (2021). Fen Bilimleri Öğretmen Adaylarının Kalibrasyon Becerisinin Öğrenme Stratejileri ve Öz Yeterlikle İlişkisinin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 437-462. https://doi.org/10.33711/yyuefd.1029057