Publication: Matematik eğitiminde üstbilişsel strateji kullanımı öğretiminin öğrencilerin problem çözme başarılarına ve üstbilişsel farkındalıklarına etkisi
Abstract
Bu araştırmanın amacı, İlkokul 4. sınıf matematik dersinde uygulanacak üstbilişsel stratejilerin öğrencilerin problem çözme başarısına ve üstbilişsel farkındalıklarına etkisini belirlemektir. Deneysel desende düzenlenen bu araştırmada gerçek deneme modellerinden ön test - son test kontrol gruplu model benimsenmiştir.Araştırmanın çalışma grubunu, 2017-2018 eğitim-öğretim yılında İstanbul Kâğıthane’de bulunan bir resmi ilkokulda okuyan 55 öğrenci oluşturmaktadır. Bu okulun 4. sınıfında bulunan dört şubeye “Problem Çözme Başarı Testi” ve “Üstbilişsel Farkındalık Ölçeği” ön test olarak uygulanmış, birbirine denk olan iki sınıf tespit edilerek deney ve kontrol grupları oluşturulmuştur. Çalışma 20 ders saati sürdürülmüş, deney grubu ile üstbilişsel stratejilerin öğretimi gerçekleştirilirken, kontrol grubu ile normal öğretim süreçlerine devam edilmiştir.Araştırmada veri toplama araçları olarak Sadık (2006) tarafından geliştirilmiş olan Problem Çözme Başarı Testi ve Sperling, Howard, Miller ve Murphy (2002) tarafından geliştirilen ve Türkiye’de kullanılabilirliği Karakelle ve Saraç (2007) tarafından yapılan Üstbilişsel Fakındalık Ölçeği ön test-son test olarak kullanılmıştır.Veriler, bir istatistik kullanılarak analizlere uygun hale getirilmiş, 0.05 anlamlılık düzeyinde sınanmış ve bulgular tablolar halinde sunulmuştur. Elde edilen bulguların sonuçlarına göre; doğal sayılara ilişkin problemleri çözme başarısının ve üstbilişsel farkındalığın, üstbilişsel strateji öğretiminin yapıldığı deney grubunda artışa neden olduğu; normal öğretimin sürdürüldüğü kontrol grubunda ise bir değişikliğe neden olmadığı görülmüştür. Bu sonuçlardan yola çıkarak araştırmacılara ve uygulayıcılara yönelik önerilere yer verilmiştir.
This research intends to determine the effect of metacognitive strategies to be applied in mathematics course in 4th Grade of Primary School on the problem solving achievement and metacognitive awareness of students. Utilizing experimental design, this research adopts pretest - posttest control group model, one of the true experiment models.This research’s target population consists of 55 students attending a public primary school located in Kağıthane, Istanbul, in the academic year 2017-2018. In the study, four branches in 4th Grade of said school were subjected to “Problem Solving Achievement Test” and “Metacognitive Awareness Inventory for Children (Jr. MAI) - A” as pretest upon which two equivalent classrooms were determined to constitute the experimental and control groups. The study lasted 20 course hours during which the experimental group was taught metacognitive strategies while the control group underwent regular education.As data collection instrument, Problem Solving Achievement Test designed by Sadık (2006) and Metacognitive Awareness Inventory for Children (Jr. MAI) - A designed by Sperling, Howard, Miller, and Murphy (2002) as implemented in Turkey by Karakelle and Saraç (2007) were used as pretest and posttest respectively.The resulting data were adapted to analysis by means of a statistics programme, and the significance was tested at 0.05 level, and the findings are presented in tables. Results of the findings suggest that the problem solving performance relating to natural numbers and the metacognitive awareness marked an increase in the experimental group subjected to metacognitive strategy teaching while no change was observed in the control group subjected to regular education. Based on such results, recommendations are provided for researchers and implementers.
This research intends to determine the effect of metacognitive strategies to be applied in mathematics course in 4th Grade of Primary School on the problem solving achievement and metacognitive awareness of students. Utilizing experimental design, this research adopts pretest - posttest control group model, one of the true experiment models.This research’s target population consists of 55 students attending a public primary school located in Kağıthane, Istanbul, in the academic year 2017-2018. In the study, four branches in 4th Grade of said school were subjected to “Problem Solving Achievement Test” and “Metacognitive Awareness Inventory for Children (Jr. MAI) - A” as pretest upon which two equivalent classrooms were determined to constitute the experimental and control groups. The study lasted 20 course hours during which the experimental group was taught metacognitive strategies while the control group underwent regular education.As data collection instrument, Problem Solving Achievement Test designed by Sadık (2006) and Metacognitive Awareness Inventory for Children (Jr. MAI) - A designed by Sperling, Howard, Miller, and Murphy (2002) as implemented in Turkey by Karakelle and Saraç (2007) were used as pretest and posttest respectively.The resulting data were adapted to analysis by means of a statistics programme, and the significance was tested at 0.05 level, and the findings are presented in tables. Results of the findings suggest that the problem solving performance relating to natural numbers and the metacognitive awareness marked an increase in the experimental group subjected to metacognitive strategy teaching while no change was observed in the control group subjected to regular education. Based on such results, recommendations are provided for researchers and implementers.