Publication: Üstbiliş ve gerçekçi matematik eğitimi odağındaki ders tasarımları ile matematik öğrenimi
Abstract
Bu çalışma, üstbiliş odaklı gerçekçi matematik eğitimi (GME) ile tasarlanmış derslerin, öğrencilerin öz-sorulama becerileri ile olasılık konusundaki kavramsal gelişimlerine etkisini incelemeyi amaçlamaktadır. Araştırma, tasarım tabanlı bir yaklaşımla gerçekleştirilmiş ve üç döngüden oluşmuştur: Sıfırıncı döngü, üstbiliş becerilerinin geliştirilmesine yönelik hazırlık evresi olarak planlanmış; birinci ve ikinci döngüler ise bu becerilerin uygulanması ve geliştirilmesi aşamalarını içermiştir. Çalışmada nitel araştırma yöntemi benimsenmiş ve veri toplama araçları olarak öğretmen günlükleri, ses kayıtları ve etkinlik kâğıtları kullanılmıştır. Araştırma İstanbul’da İngilizce eğitim veren özel bir okuldaki onuncu sınıf öğrencileriyle gerçekleştirilmiştir. Sıfırıncı döngüde, üstbilişsel farkındalık oluşturma ve geliştirme odaklı etkinlikler hazırlanmış, sonraki döngülerde ise öğrencilerin olasılık konusundaki kavramsal öğrenimi ve öz sorulama becerilerinin gelişimi incelenmiştir. Araştırmanın bulguları, üstbiliş odaklı GME’nin hem öğrencilerin öz-sorulama becerilerinin gelişimine hem de olasılık konusundaki kavramsal öğrenmelerine olumlu katkı sağladığını göstermiştir. Özellikle öğrencilerin problem çözme süreçlerinde daha stratejik yaklaşımlar sergiledikleri ve kavramsal anlamalarını derinleştirdikleri gözlemlenmiştir. Sonuç olarak, tasarım tabanlı araştırma ile geliştirilen bu yaklaşımın, matematik eğitimi bağlamında üstbilişsel becerileri destekleyen etkili bir yöntem olduğu ortaya konulmuştur. Bu bulgular, eğitimde üstbiliş odaklı stratejilerin önemini vurgulamakta ve uygulamaya yönelik öneriler sunmaktadır.
This study aims to examine the impact of lessons designed with metacognition-focused realistic mathematics education on students' self-questioning skills and their conceptual development in probability. The research was conducted using a design-based approach and consisted of three cycles: the zeroth cycle was planned as a preparatory phase for developing metacognitive skills, while the first and second cycles involved the application and improvement of these skills. The study adopted a qualitative research method, utilizing teacher journals, audio recordings, and activity sheets as data collection tools. The research was carried out with tenth-grade students at a private school in Istanbul offering English-medium education. In the zeroth cycle, activities focusing on building and enhancing metacognitive awareness were prepared. In the subsequent cycles, the students' conceptual learning in probability and the development of their self- questioning skills were examined. The findings revealed that metacognition-focused realistic mathematics education contributed positively to the development of both students' self-questioning skills and their conceptual understanding of probability. It was particularly observed that students adopted more strategic approaches during problem-solving processes and deepened their conceptual comprehension. In conclusion, this approach, developed through design-based research, was shown to be an effective method for supporting metacognitive skills in the context of mathematics education. These findings highlight the importance of metacognition-focused strategies in education and provide valuable recommendations for their implementation.
This study aims to examine the impact of lessons designed with metacognition-focused realistic mathematics education on students' self-questioning skills and their conceptual development in probability. The research was conducted using a design-based approach and consisted of three cycles: the zeroth cycle was planned as a preparatory phase for developing metacognitive skills, while the first and second cycles involved the application and improvement of these skills. The study adopted a qualitative research method, utilizing teacher journals, audio recordings, and activity sheets as data collection tools. The research was carried out with tenth-grade students at a private school in Istanbul offering English-medium education. In the zeroth cycle, activities focusing on building and enhancing metacognitive awareness were prepared. In the subsequent cycles, the students' conceptual learning in probability and the development of their self- questioning skills were examined. The findings revealed that metacognition-focused realistic mathematics education contributed positively to the development of both students' self-questioning skills and their conceptual understanding of probability. It was particularly observed that students adopted more strategic approaches during problem-solving processes and deepened their conceptual comprehension. In conclusion, this approach, developed through design-based research, was shown to be an effective method for supporting metacognitive skills in the context of mathematics education. These findings highlight the importance of metacognition-focused strategies in education and provide valuable recommendations for their implementation.