Üstbilişsel planlamaya ve izlemeye dayalı tasarlanan öğretimin cebir öğrenimine etkisi: İkinci dereceden bir bilinmeyenli denklemler konusu örneği
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı 10. sınıf öğrencilerinde üstbilişsel planlamaya ve izlemeye dayalı tasarlanan öğretimin cebir öğrenimine etkisini incelemektir. Bu amaç doğrultusunda üstbilişsel planlamaya ve izlemeye dayalı bir öğrenme ortamı tasarlanarak bu öğrenme ortamının etkililiği değerlendirilmiştir. Araştırmada karma araştırma yöntemlerinden müdahale deseni kullanılmıştır. Müdahale deseni genellikle deneysel bir araştırmaya nitel verilerin eklenmesi yoluyla oluşturulur. Bu araştırmada nicel araştırma modeli olarak deneysel araştırma, nitel araştırma modeli olarak durum çalışması kullanılmıştır. Araştırmaya 2021-2022 eğitim-öğretim yılında Türkiye' nin doğusunda yer alan bir ilde 10.sınıfta öğrenim gören 61 lise öğrencisi katılmıştır. Öğrencilerin 31'i deney grubunda, 30'u kontrol grubunda yer almıştır. Araştırmada üstbilişsel planlamaya ve izlemeye dayalı öğrenimi vermeden önce ve verdikten sonra her iki gruba da ikinci dereceden bir bilinmeyenli denklemler başarı testinin ön test ile son test uygulaması yapılmıştır. Araştırmanın nicel verileri ikinci dereceden bir bilinmeyenli denklemler başarı testi ile nitel verileri ise yarı yapılandırılmış görüşme formları ile toplanmıştır. Nicel verilerin analizinde kestirimsel istatistik kullanılmıştır. Kestirimsel istatistik için kovaryans analizi yapılmıştır. Nitel verilerin analizinde içerik analizi yapılmıştır. Araştırmanın nicel bulgularında, deney ve kontrol gruplarının ön test ve son test başarı puanları arasında deney grubu lehine anlamlı farklılık olduğu belirlenmiştir. Nitel bulgularında ise üstbilişsel planlamaya ve izlemeye dayalı tasarlanan öğrenme ortamında öğrencilerin üstbilişsel planlama, üstbilişsel tahmin, üstbilişsel izleme, üstbilişsel farkındalık, üstbilişsel değerlendirme ve motivasyona yönelik beceriler kazandıkları belirlenmiştir. Araştırmada ulaşılan sonuçların matematik eğitimi alan yazınına önemli katkılar sağlaması beklenmektedir.
The aim of this research is to examine the effect of teaching designed based on metacognitive planning and monitoring on algebra learning in 10th grade students. For this purpose, a learning environment based on metacognitive planning and monitoring was designed and the effectiveness of this learning environment was evaluated. In the research, the intervention design, which is one of the mixed research methods, was used. The intervention pattern is usually created by adding qualitative data to an experimental study. In this study, experimental research was used as a quantitative research model and case study was used as a qualitative research model. In the 2021-2022 academic year, 61 high school students studying in the 10th grade in a city located in the east of Turkey participated in the research. 31 of the students were in the experimental group and 30 of them were in the control group. In the research, pretest and posttest application of the quadratic equations achievement test with one unknown was applied to both groups before and after giving the education based on metacognitive planning and monitoring. Quantitative data of the study were collected with quadratic equations with one unknown achievement test, and qualitative data were collected with semi-structured interview forms. Predictive statistics were used in the analysis of quantitative data. Covariance analysis was performed for predictive statistics. Content analysis was performed in the analysis of qualitative data. In the quantitative findings of the study, it was determined that there was a significant difference between the pre-test and post-test achievement scores of the experimental and control groups in favor of the experimental group. In the qualitative findings, it was determined that the students gained skills related to metacognitive planning, metacognitive prediction, metacognitive monitoring, metacognitive awareness, metacognitive assessment and motivation in the learning environment designed based on metacognitive planning and monitoring. It is expected that the results obtained in the research will make significant contributions to the literature on mathematics education.
The aim of this research is to examine the effect of teaching designed based on metacognitive planning and monitoring on algebra learning in 10th grade students. For this purpose, a learning environment based on metacognitive planning and monitoring was designed and the effectiveness of this learning environment was evaluated. In the research, the intervention design, which is one of the mixed research methods, was used. The intervention pattern is usually created by adding qualitative data to an experimental study. In this study, experimental research was used as a quantitative research model and case study was used as a qualitative research model. In the 2021-2022 academic year, 61 high school students studying in the 10th grade in a city located in the east of Turkey participated in the research. 31 of the students were in the experimental group and 30 of them were in the control group. In the research, pretest and posttest application of the quadratic equations achievement test with one unknown was applied to both groups before and after giving the education based on metacognitive planning and monitoring. Quantitative data of the study were collected with quadratic equations with one unknown achievement test, and qualitative data were collected with semi-structured interview forms. Predictive statistics were used in the analysis of quantitative data. Covariance analysis was performed for predictive statistics. Content analysis was performed in the analysis of qualitative data. In the quantitative findings of the study, it was determined that there was a significant difference between the pre-test and post-test achievement scores of the experimental and control groups in favor of the experimental group. In the qualitative findings, it was determined that the students gained skills related to metacognitive planning, metacognitive prediction, metacognitive monitoring, metacognitive awareness, metacognitive assessment and motivation in the learning environment designed based on metacognitive planning and monitoring. It is expected that the results obtained in the research will make significant contributions to the literature on mathematics education.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
