Publication: Sekizinci sınıf öğrencilerinin beceri temelli soruları ele alırken kullandıkları üstbilişsel beceriler ve matematiksel temsiller
Abstract
Bu araştırmanın amacı, sekizinci sınıf öğrencilerinin beceri temelli soruları çözümleri esnasında hangi üstbilişsel becerileri gösterdiklerini ve kullandıkları temsilleri incelemektir. 2018 yılından bu yana Türkiye'de beceri temelli soruların kullanımı yaygınlaşmıştır. Bu amaçla, uluslararası sınavlarda (PISA, TIMMS gibi) başarıyı artırmak hedeflenmektedir ve Millî Eğitim Bakanlığı (MEB) da bu doğrultuda ders kitapları ve diğer kaynaklarda beceri temelli soruların daha fazla yer alması gerektiğine dikkat çekmektedir. Sınavla Öğrenci Alacak Ortaöğretim Kurumlarına Giriş Sınavı'nda da bu tür soruların kullanımı artmış ve bu sınavla öğrencilerin edindikleri bilgi ve becerileri günlük hayatlarında kullanabilmelerini ölçmek hedeflenmiştir. Üstbiliş, bir kişinin kendi bilişsel süreçleri hakkındaki farkındalığı olarak tanımlanır ve matematik problemlerinin çözümünde önemli bir rol oynar. Üstbilişsel becerilere sahip öğrenciler, öğrendikleri bilgileri etkin bir şekilde nasıl ve nerede kullanacaklarını ayırt edebilirler. Bu bilgiler öncülüğünde problem çözme sürecinde mantıksal muhakeme gerektiren, bağlam temelli, soyut düşünmenin ön planda olduğu problemlerde yani rutin olmayan problemler, beceri temelli sorular, PISA ve TIMMS soruları gibi problemlerde üstbilişin göz ardı edilmemesi gerekir ki bu problemlerin çözümü ancak üstbilişsel ve bilişsel becerilerin birlikte yürütülmesiyle mümkündür. Temsil kavramı eğitim bilimciler tarafından matematiğin dili, gösterim şekli olarak ifade edilmiştir. Problem çözme sürecinde öğrencilerin problemi nasıl çözdükleri özellikle beceri temelli problemleri nasıl ifade ettiklerini inceleyebilmek için öğrencilerin gösterim şekillerine yani kullandıkları temsillere odaklanmak önemlidir. Literatür bu alanda incelendiğinde beceri temelli sorulara yönelik kullanılan temsil çeşitlerini araştıran çalışma azlığı dikkat çekmektedir. Bu durum yapılan bu çalışmanın gerekliliğini ve önemini de ortaya çıkarmaktadır. Bu amaçlar doğrultusunda yapılan çalışmalarda beceri temelli soruları öğrencilerin nasıl ele aldığıyla ilgili sınırlı sayıda araştırmaya rastlanmış olup bu çalışma ile literatüre katkı sağlamak amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması deseninin kullanıldığı bu çalışmada örneklem çeşidi olarak seçkisiz olmayan örnekleme yöntemlerinden ölçüt örneklem çeşidi kullanılmış olup çalışma, İstanbul Anadolu yakasında bir İmam Hatip Ortaokulu 8. Sınıf öğrencilerinden 15 öğrenci ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak klinik mülakat yöntemi kullanılmış olup mülakat esnasında öğrencilerin sesli düşünmesi istenmiş ve beceri temelli soruları tanımlama şekilleriyle ilgili görüşmeler yapılarak aynı zamanda öğrencilere beceri temelli sorular çözdürülüp cevapları açıklamalarıyla birlikte içerik analizine tabii tutulmuştur. Öğrencilerin beceri temelli soruları nasıl tanımladıkları, üstbilişsel izleme olarak ön tahminleri, sorulara verdikleri gerçek yanıtları ve son tahmin durumları değerlendirilip üstbilişsel performansları değerlendirilmiş ve beceri temelli sorularda hangi temsilleri hangi yoğunlukta kullandıkları derinlemesine incelenmiştir. Üstbilişsel becerileri Eric ve Mansoor’un (2007) üstbilişsel davranış basamaklarında yer alan beceriler çerçevesinde değerlendirilmiştir. Araştırma sonucunda sekizinci sınıf öğrencilerinin beceri temelli soruları uzun, zor, aklını kullandıran, muhakeme gerektiren, anlayınca kolaylaşan, yorum isteyen sorular olarak tanımladıkları görülmüştür. Beceri temelli soruları çözerken neredeyse tamamının sözel ve sembolik temsil kullandığı gözlemlenmiştir. Görüşme yapılan öğrencilerden yaklaşık yarısının üstbilişsel becerilerin tamamını gösterdiği gözlemlenmiş olup diğer yarısının daha çok bilişsel düzeyde kaldığı tespit edilmiştir. Üstbilişsel becerileri gösteren öğrencilerin problem çözme basamaklarını tamamladığı ve genelde doğru sonuca ulaştığı görülmüştür. Buradan hareketle öğretmen, öğrenci ve araştırmacılara önerilerde bulunulmuştur.
The study aims to examine the metacognitive skills displayed by eighth-grade students and the representations they use while solving skill-based questions. Since 2018, the use of skill-based questions has become widespread in Turkey. The aim is to improve success in international exams such as PISA and TIMSS, and the Ministry of National Education emphasizes the need for more skill-based questions in textbooks and other resources. Such questions have also increased in the Entrance Exam for Secondary Education Institutions, which aims to measure students' ability to use acquired knowledge and skills in their daily lives. Metacognition is an individual's awareness of their cognitive processes and plays a significant role in solving mathematical problems. Students with metacognitive skills can effectively distinguish how and where to use the knowledge they have learned. Therefore, metacognition should be considered in solving problems that require logical reasoning, contextual understanding, and abstract thinking, and are characterized by non-routine aspects, such as skill-based questions, PISA and TIMSS questions. The solution to these problems is only possible through integrating metacognitive and cognitive skills. The concept of representation is described by educational scientists as the language and form of mathematics. It is crucial to examine how students represent and express skill-based problems, especially in problem-solving. When the literature is reviewed in this area, there needs to be more studies investigating the types of representations used for skill-based questions. This highlights the necessity and importance of this study. More research has been needed on how students approach skill-based questions in studies conducted with these aims in mind. In this study, which uses the case study design as a qualitative research method, the criterion sampling method, one of the non-probability sampling methods, was used as the sampling type. The study was conducted with 15 eighth-grade students from an Imam Hatip Middle School on the Anatolian side of Istanbul. The clinical interviews were used as the data collection tool, and during the interviews, students were asked to think aloud while solving skill-based questions. Interviews were conducted to investigate how students define skill-based questions and to analyze the content of their explanations when solving the questions and explaining their answers. Students' definitions of skill-based questions, their metacognitive monitoring as preliminary predictions, their actual responses to the questions, and their final prediction states were evaluated to assess their metacognitive performance. The representations used by students in skill-based questions and the intensity of their use were thoroughly examined. Metacognitive skills were assessed within the framework of Eric and Mansoor's (2007) metacognitive behavior stages. The research results indicate that eighth-grade students define skill-based questions as long, complicated, thought-provoking, requiring reasoning, becoming easier once understood, and demanding interpretation. It was observed that almost all students used verbal and symbolic representations while solving skill-based questions. Approximately half of the interviewed students were observed to demonstrate all of the metacognitive skills, while the other half remained more at the cognitive level. Students who exhibited metacognitive skills were seen to complete the problem-solving stages and generally reach the correct solution. Based on these findings, recommendations were provided for teachers, students, and researchers.
The study aims to examine the metacognitive skills displayed by eighth-grade students and the representations they use while solving skill-based questions. Since 2018, the use of skill-based questions has become widespread in Turkey. The aim is to improve success in international exams such as PISA and TIMSS, and the Ministry of National Education emphasizes the need for more skill-based questions in textbooks and other resources. Such questions have also increased in the Entrance Exam for Secondary Education Institutions, which aims to measure students' ability to use acquired knowledge and skills in their daily lives. Metacognition is an individual's awareness of their cognitive processes and plays a significant role in solving mathematical problems. Students with metacognitive skills can effectively distinguish how and where to use the knowledge they have learned. Therefore, metacognition should be considered in solving problems that require logical reasoning, contextual understanding, and abstract thinking, and are characterized by non-routine aspects, such as skill-based questions, PISA and TIMSS questions. The solution to these problems is only possible through integrating metacognitive and cognitive skills. The concept of representation is described by educational scientists as the language and form of mathematics. It is crucial to examine how students represent and express skill-based problems, especially in problem-solving. When the literature is reviewed in this area, there needs to be more studies investigating the types of representations used for skill-based questions. This highlights the necessity and importance of this study. More research has been needed on how students approach skill-based questions in studies conducted with these aims in mind. In this study, which uses the case study design as a qualitative research method, the criterion sampling method, one of the non-probability sampling methods, was used as the sampling type. The study was conducted with 15 eighth-grade students from an Imam Hatip Middle School on the Anatolian side of Istanbul. The clinical interviews were used as the data collection tool, and during the interviews, students were asked to think aloud while solving skill-based questions. Interviews were conducted to investigate how students define skill-based questions and to analyze the content of their explanations when solving the questions and explaining their answers. Students' definitions of skill-based questions, their metacognitive monitoring as preliminary predictions, their actual responses to the questions, and their final prediction states were evaluated to assess their metacognitive performance. The representations used by students in skill-based questions and the intensity of their use were thoroughly examined. Metacognitive skills were assessed within the framework of Eric and Mansoor's (2007) metacognitive behavior stages. The research results indicate that eighth-grade students define skill-based questions as long, complicated, thought-provoking, requiring reasoning, becoming easier once understood, and demanding interpretation. It was observed that almost all students used verbal and symbolic representations while solving skill-based questions. Approximately half of the interviewed students were observed to demonstrate all of the metacognitive skills, while the other half remained more at the cognitive level. Students who exhibited metacognitive skills were seen to complete the problem-solving stages and generally reach the correct solution. Based on these findings, recommendations were provided for teachers, students, and researchers.