1. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi
  2. Archive
  3. Volume 27, Issue 3
Year 2007, Volume 27 , Issue 3, Pages 175 - 196 2007-09-01

Metacognition and Science Teaching
Bilişüstü ve Fen Öğretimi

Eylem YILDIZ [1] , Ömer ERGİN [2]

Abstract

In this review study,the concept of metacognition whose emergence goes back to early 1970s in education was investigated and primarily, basic definitions related to the concept of metacognition have been discussed and identified. Afterwards, the studies carried out together on a conceptual change and metacognition have been investigated and some recommendations for developing metacognition in classrooms have been proposed.
Derleme türü bu çalışmada, 1970\'li yıllardan sonra eğitim alanında izleri görülmeye başlanan biliş üstü kavramı incelenmiştir. Araştırmada öncelikle bilişüstü kavramıyla ilgili temel tanımlamalara yer verilmiştir. Daha sonra fen eğitiminde kavramsal değişim yaklaşımı ve bilişüstünün birlikte ele alındığı araştırmalar incelenmiş ve son olarak sınıflarda bilişüstünün geliştirilmesi için bazı önerilerde bulunulmuştur.

References

  • Açıkgöz, K.Ü. (2000). Etkili Öğrenme ve Öğretme (Üçüncü Baskı). Kanyılmaz Matbaası: İzmir.
  • Açıkgöz, K.Ü. (2002). Aktif Öğrenme (Birinci Baskı). Eğitim Dünyası Yayınları: İzmir.
  • Akdeniz, A.R. ve Yiğit, N. (2001, Eylül). Fen Bilimleri Öğretiminde Bilgisayar Destekli Materyallerin Öğrenci Başarısı Üzerine Etkisi: Sürtünme Kuvveti Örneği. Yeni Bin yılın Başında Türkiye’de Fen Bilimleri Eğitimi Sempozyumunda sunulmuş bildiri, Maltepe Üniversitesi, İstanbul.
  • Akdur, T.E. (1996). Effect of Collaborative Computer Based Concept Mapping on Students Physics Achievement, Attitude Toward Physics, Attitude Toward Concept Mapping and Metacognitive Skills at High School Level. Yayınlanmamış Yüksek Lisans Tezi. Orta Doğu Teknik Üniversitesi, Ankara.
  • Aydın, A. (1999). Gelişim ve Öğrenme Psikolojisi. Anı Yayıncılık: Ankara.
  • Baird, J.R. (1990). Metacognition, Purposeful Enquiry and Conceptual Change. Yayınlandığı kitap E. Hegarty-Hazel (Editör), The Student Laboratory and the Science Curriculum (183-200). London: Routledge.
  • Baird, J.R., & Mitchell, I.J. (1986). Improving The Quality of Teaching and Learning: An Australian Case Study -The PEEL Project. Melbourne: Monash University.
  • Baird, J.R., & Northfield, J.R. (1992). Learning from the PEEL Experience. Melbourne: Monash University.
  • Beeth, M.E. (1998). Teaching for Conceptual Change: Using Status as a Metacognitive Tool. Science Education, 82:343–356.
  • Blank, L.M. (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?. Science Education, 84: 486–506.
  • Brown, A.L. (1987). Metacognition, Executive Control, Self-Regulation, and Other Mysterious Mechanisms. In F. E. Weinert and R. H. Kluwe (Eds) Metacognition, Motivation, and Understanding (65–116). Hillsdale, NJ: Lawrence Erlbaum.
  • Brown, A.L. (1994). The Advancement of Learning. Educational Researcher, 23(8), 4- 12.
  • Butler, D.L., & Winne, P.H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281.
  • Carrell, P.L., Gajdusek, T., & Wise, T. (1998). Metacognition and EFL/ESL Reading. Instructional Science, 26: 97–112.
  • Candan, A.S. (2005). Üstbilişsel Kuram ve Tarih Öğretimi. Kastamonu Eğitim Dergisi, 13(2), 327-332.
  • Case, J., & Gunstone, R. (2002). Metacognitive Development as a Shift in approach to Learning: an in-depth Study. Studies in Higher Education, 27(4), 459-470.
  • Çetinkaya, P. ve Erktin, E. (2002). Assessment of Metacognition and Its relationship with Reading Comprehension, Achievement, and Aptitude. Boğaziçi Üniversitesi Eğitim Dergisi, 19(1), 1–11.
  • Deonaraine, V.V. (1998). Metacognition: Underlying Dimensions and Relation to Cognitive Style. Yayınlanmamış Doktora Tezi. Colombia University. 18.07.2005 tarihinde ProQuest Digital Dissertations’tan alınmıştır.
  • Filho, M.K.D.C., & Yuzawa, M. (2001). The Effect of Social Influences and General Metacognitive Knowledge on Metamemory Judgments. The Journal of Experimental Education, 69(4), 325–343.
  • Flavell, J.H. (1987). Speculations about the Nature and the Development of Metacognition. In F.E. Weinert & R.H. Kluwe (Editörler), Metacognition, Motivation, and Understanding (21-29). Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers.
  • Gauld, C. (1986). Model, Meters and Memory. Research in Science Education, 16: 49- 54.
  • Georghiades, P. (2002). Making Children’s Scientific Ideas More Durable. Primary Science Review, 74: 24-27.
  • Georghiades, P. (2004). Making Pupils’ Conceptions of Electricity More Durable By Means Of Situated Metacognition, International Journal of Science Education, 26 (1), 85-99.
  • Gunstone, R.F., & Mitchell, I.J. (1998). Metacognition and Conceptual Change. In J.J. Mintzes, J.H. Wandersee & J.D. Novak (Editörler) Teaching Science for Understanding: A Human Constructivist View (133-163). San Diego: Academic Press.
  • Gülşen, M.D. (2000). A Model to Investigate Probability and Mathematics Achievement in Terms of Cognitive, Metacognitive and Affective Variables. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi, Fen Bilimleri Enstitüsü.
  • Hennessey, M.G. (1993). Students’ Ideas about Their Conceptualization: Their Elicitation through Instruction, 24.03.2006 tarihinde ERIC’ten alınmıştır.
  • Jacobs, J.E., & Paris, S.G. (1987). Children’s Metacognition about Reading: Issues in Definition, Measurement, and Instruction. Educational Psychologist, 22: 255- 278.
  • King, A. (1991). Effects of Training in Strategic Questioning on Children’s Problem- Solving Performance. Journal of Educational Psychology, 83: 307-317.
  • Kirby, J.R., & Ashman, A.F. (1984). Planning Skills and Mathematics Achievement: Implications Regarding Learning Disability. Journal of Psychoeducational Assessment, 2:9-22.
  • Livingston, J.A. (1997). Metacognition: An Overview. 14 Eylül 2006, http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
  • MEB (2005). İlköğretim Fen ve Teknoloji Dersi (6, 7 Ve 8. Sınıflar ) Öğretim Programı. 21 Eylül 2005, http://ttkb.meb.gov.tr/anasayfa.htm adresinden indirilmiştir.
  • Nietfeld, J.L., Cao, L., & Osborbe, J.W. (2005). Metacognitive Monitoring Accuracy and Student Performance in the Postsecondary Classroom. The Journal of Experimental Education, 74(1), 7–28.
  • Özcan, Z.Ç.K. (2000). Teaching Metacognitive Strategies to 6th Grade Students. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi, İstanbul.
  • Paris, S.G., & Jacobs, J.E. (1984). The Benefits of Informed Instruction for Children's Reading Awareness and Comprehension Skills. Child Development, 55: 2083- 2093.
  • Paris, S., Lipson, M., & Wixson, K. (1983). Becoming a Strategic Reader. Contemporary Educational Psychology, 8: 293–316.
  • Pintrich, P.R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice, 41(4), 219-225.
  • Schraw, G. (1998). Promoting General Metacognitive Awareness. Instructional Science, 26: 113-125.
  • Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychological Review, 7: 351-371.
  • Schraw, G., Crippen, K.J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36: 111-139.
  • Sperling, R.A., Howard, B.C., Staley, R. & DuBois, N. (2004). Metacognition and Self- Regulated Learning Constructs. Educational Research and Evaluation, 10 (2), 117-139.
  • Soydan, Ş. (2001). Development of Instruments for the Assessment of Metacognitive Skills in Mathematics: An Alternative Assessment Attempt. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi, İstanbul.
  • Thomas, G.P., & Mee, D.A.K. (2005). Changing the Learning Environment to Enhance Students’ Metacognition in Hong Kong Primary School Classrooms. Learning Environments Research, 8: 221–243.
  • Thomas, G.P., & McRobbie, C. J. (2001). Using a Metaphor for Learning to Improve Students’ Metacognition in the Chemistry Classroom. Journal of Research in Science Teaching, 38: 222–259.
  • Veenman, M., & Elshout, J. (1999). Changes in the Relation between Cognitive and Metacognitive Skills during the Acquisition of Expertise. European Journal of Psychology of Education (Special Issue: Metacognitive Experiences and Their Role in Cognition), pp. 509–524.
  • Veenman, M.V.J., Elshout, J. J., & Meijer, J. (1997). The Generality vs. Domain- Specificity of Metacognitive Skills in Novice Learning Across Domains. Learning and Instruction, 7: 187–209.
  • Veenman, M.V.J., Hout-Wolters, B.H.A.M., Afflerbach, P. (2006). Metacognition and Learning: Conceptual and Methodological Considerations. Metacognition and Learning, 1: 3–14.
  • Victor, A.M. (2004). The Effects of Metacognitive Instruction on the Planning and Academic Achievement of First Grade and Second Grade Children. Yayınlanmamış Doktora Tezi. Illinois Institute of Technology, 23.02.2005 tarihinde ProQuest Digital Dissertations’tan alınmıştır.
  • Yıldız, E., Akpınar, E. ve Ergin, Ö. (2006, Eylül). Fen Bilgisi Öğretmen Adaylarının Biliş Üstü Algılarını Etkileyen Faktörler ve Biliş Üstü Algılarının Öğrenme Yaklaşımlarıyla ve Akademik Başarılarıyla İlişkisi. VII. Ulusal Fen Bilimleri ve Matematik Eğitimi kongresine sunulmuş bildiri, Gazi Üniversitesi, Ankara.
  • Yılmaz, B. (2003). Effects of Metacognitive Training on Seventh Grade Students' Problem Solving Performance. Yayınlanmamış Yüksek Lisans Tezi. Boğaziçi Üniversitesi, İstanbul.
  • Yürük, N. (2005). An Analysis o The Nature o Students’ Metaconceptual Process ad te Effectiveness o Metaconceptual Teaching Practices on Students’ Conceptual Understanding of Force and Motion. Unpublished doctoral dissertation, Ohio State University.
  • Zimmerman, B.J. (1995). Self-Regulation Involves More Than Metacognition: A Social Cognitive Perspective. Educational Psychologist, 30: 217-221.
  • Zohar, A. (1999). Teachers’ Metacognitive Knowledge and the Instruction of Higher
  • Order Thinking. Teaching

Details

Primary Language tr
Journal Section Articles
Authors

Author: Eylem YILDIZ

Author: Ömer ERGİN

Dates

Publication Date : September 1, 2007

Cite

Bibtex @ { gefad90746, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi University}, year = {2007}, volume = {27}, pages = {175 - 196}, doi = {}, title = {Bilişüstü ve Fen Öğretimi}, key = {cite}, author = {YILDIZ, Eylem and ERGİN, Ömer} }
APA YILDIZ, E , ERGİN, Ö . (2007). Bilişüstü ve Fen Öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 27 (3) , 175-196 . Retrieved from http://www.gefad.gazi.edu.tr/en/issue/6749/90746
MLA YILDIZ, E , ERGİN, Ö . "Bilişüstü ve Fen Öğretimi". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27 (2007 ): 175-196 <http://www.gefad.gazi.edu.tr/en/issue/6749/90746>
Chicago YILDIZ, E , ERGİN, Ö . "Bilişüstü ve Fen Öğretimi". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27 (2007 ): 175-196
RIS TY - JOUR T1 - Bilişüstü ve Fen Öğretimi AU - Eylem YILDIZ , Ömer ERGİN Y1 - 2007 PY - 2007 N1 - DO - T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 175 EP - 196 VL - 27 IS - 3 SN - 1301-9058- M3 - UR - Y2 - 2020 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Bilişüstü ve Fen Öğretimi %A Eylem YILDIZ , Ömer ERGİN %T Bilişüstü ve Fen Öğretimi %D 2007 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 27 %N 3 %R %U
ISNAD YILDIZ, Eylem , ERGİN, Ömer . "Bilişüstü ve Fen Öğretimi". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 27 / 3 (September 2007): 175-196 .
AMA YILDIZ E , ERGİN Ö . Bilişüstü ve Fen Öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2007; 27(3): 175-196.
Vancouver YILDIZ E , ERGİN Ö . Bilişüstü ve Fen Öğretimi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2007; 27(3): 196-175.
Submit Article
Archive
Editorial Board
Contact
TR Dizin
TR Dizin