An embedded mixed method study on teaching algebraic expressions using metacognition-based training

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dc.authoridOzturk, Mesut/0000-0002-2163-3769
dc.contributor.authorOzturk, Mesut
dc.date.accessioned2024-10-04T18:48:12Z
dc.date.available2024-10-04T18:48:12Z
dc.date.issued2021
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThat the students are aware of the learning process and know how they learn is important in terms of both controlling their previous learning and building their new learning on the previous ones. This thinking process, which generally requires metacognitive skills, may facilitate the difficulties experienced by the students while passing on from arithmetic to algebraic thinking. This study had two purposes:(1) to examine the effect of the IMPROVE method, a metacognitive training method, on the academic achievement of middle school students regarding algebraic expressions and (2) to examine the teaching process of algebraic expressions with IMPROVE. This study was conducted as an embedded mixed design. Forty-nine sixth grade students participated in the quantitative part of the study, while only six students from the experimental group participated in the qualitative part. The quantitative results of the study showed that there was a significant difference between the students? total achievement scores regarding algebraic expressions and the achievement scores in the questions requiring high-level thinking skills in favor of the experimental group. It has been found in the comparisons made based on cognitive field levels that there is a statistically significant difference in favor of the group that received metacognition-based education in synthesis level questions. The qualitative results indicated that this teaching method increased students? interest, contributed to their conceptual learning and improved their various affective characteristics. Also, it has been determined that the students who receive metacognition-based education do enjoy learning with this teaching method and that they think this method should be sustainable for the upcoming lessons.en_US
dc.identifier.doi10.1016/j.tsc.2021.100787
dc.identifier.issn1871-1871
dc.identifier.issn1878-0423
dc.identifier.scopus2-s2.0-85099608276en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.tsc.2021.100787
dc.identifier.urihttp://hdl.handle.net/20.500.12403/2959
dc.identifier.volume39en_US
dc.identifier.wosWOS:000640935300020en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevier Sci Ltden_US
dc.relation.ispartofThinking Skills and Creativityen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAlgebraic expressionsen_US
dc.subjectCollaborative learningen_US
dc.subjectCooperative metacognitionen_US
dc.subjectIMPROVEen_US
dc.subjectMetacognitionen_US
dc.titleAn embedded mixed method study on teaching algebraic expressions using metacognition-based trainingen_US
dc.typeArticleen_US

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