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BİLMENİN İLLÜZYONU: MATEMATİKSEL PROBLEM ÇÖZME VE TEST KALİBRASYONU

ILLUSION OF KNOWING: TEST CALIBRATION OF MATHEMATICAL PROBLEM SOLVING

Journal Name:

  • Dumlupınar Üniversitesi Sosyal Bilimler Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Prediction and evaluation which are metacognitive skills called calibration. Test calibration is a measure of difference of current test score and predicted score. With this respect, the purpose of this study is to investigate primary school fifth grade students’ problem solving achievement and their test calibration, and the relationship between problem solving skills and calibration skills including prediction and evaluation. One hundered twenty five students enrolling to fifth grade are participated in the study. Students’ problem solving skills and their test calibration status were measured by administering the Problem Solving Achievement Test (PCAT) which is developed by the authors. The results of the study revealed that there is no significant releationship between problem solving achievement and test calibration (r = 0.091, p > .05); additionally results also showed that there is a significant negative relationship (r = - 0.816, p < .01) between problem solving achievement and confirmed test calibration.
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Abstract (Original Language): 
Üstbilişsel beceriler arasında yer alan tahmin ve değerlendirme, kalibrasyon becerisi olarak kabul edilmektedir. Test kalibrasyonu ise, tahmin edilen test puanı ile gerçekleşen test puanı arasındaki farkın incelenmesi yoluyla elde edilmektedir. Bu bilgiler ışığında bu araştırmanın amacı, matematiksel problem çözme başarısının ölçülmesi yoluyla öğrencilerin test kalibrasyonu becerilerini belirlemek ve problem çözme başarı puanları ile karşılaştırma yoluyla kalibrasyon becerileri ile problem çözme becerileri arasındaki ilişkiyi incelemektir. Araştırma, 2011 yılında Aksaray ilinde 125 ilköğretim beşinci sınıf öğrencisi ile yürütülmüştür. Araştırma sonunda problem çözme başarısı ile test kalibrasyonu puanları arasında anlamlı bir ilişki bulunamazken (r = 0.091, p > .05); problem çözme başarısı ile doğrulanmış test kalibrasyon puanları arasında negatif yönde ve yüksek düzeyde anlamlı ilişki bulunmuştur (r = - 0.816, p < .01). Diğer yandan öğrencilerin problem çözme başarı düzeylerine göre kalibrasyon puanlarının anlamlı biçimde farklılık gösterdiği [t(123)= 19.36, p < .01, η2= .75] görülmüştür.
FULL TEXT (PDF): 
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  • 32
229-238
  • Turkish

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