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SOSYAL BİLGİLER DERSİNDE BİLİŞSEL KOÇLUK YOLUYLA ÖĞRETİLEN BİLİŞSEL FARKİNDALİK STRATEJİLERİNİN EPİSTEMOLOJİK İNANÇLARA VE KALİCİLİĞA ETKİSİ

THE EFFECT OF METACOGNITIVE STRATEGIES INSTRUCTED THROUGH COGNITIVE COACHING ON THE EPISTEMOLOGICAL BELIEFS AND RETENTION IN SOCIAL STUDIES COURSE

Journal Name:

  • Çukurova Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This study investigates the effect of instruction based on metacognitive strategies through cognitive coaching on the epistemological beliefs and the retention of these beliefs. The study was designed as pre test post test control group experimental design. The study was conducted in the second semester of 2007-2008 education year with 6th graders in İsmet İnönü, Celalettin Sayhan and Töbank Elementary schools chosen randomly and located in Seyhan, Adana. The participants of the study were 70 students: 20 in the first experimental group, 25 in the first control group, and 25 in the second control group. The data obtained from the epistemological beliefs scale and from the interview forms were analyzed using content analysis methods while the quantitative data were analyzed using SPSS 15.0 statistical programming. After the means and the standard deviations of the data were presented descriptively, their correlations were analyzed using One-way analysis of variance (Anova) and covariance analysis (Ancova). As a result, a significant difference was detected in experimental group's favour regarding epistemological beliefs scale the belief that learning depends on ability and the belief that there is only one truth. However, no significant difference was found in experimental group's favor regarding the belief that learning depends on effort. In terms of the retention marks, there was a significant difference in experimental group's favor in the aspects of the beliefs that learning depends on effort and learning depends on ability while there was no significant difference between the groups regarding the marks of the belief that there is only one truth. Besides, students in the experimental group stated that the training improved their beliefs that knowledge could be expanded as well as their planning and self evaluation skills.
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Abstract (Original Language): 
Bu çalışmada bilişsel koçluğa dayalı bilişsel farkındalık stratejileri temel alınarak yapılan öğretimin, epistemolojik inançlara ve kalıcılığına etkisi incelenmiştir. Araştırma deneysel araştırma modellerinden biri olan ön test-son test kontrol gruplu deneme modeline göre desenlenmiştir. Araştırma 2007-2008 öğretim yılı bahar döneminde Adana İli Seyhan İlçesinde yer alan yansız olarak seçilen İsmet İnönü, Celalettin Seyhan ve Töbank İlköğretim Okullarının altıncı sınıf öğrencileri üzerinde yürütülmüştür. Araştırmada birinci deney grubunda 20; birinci kontrol grubunda 25 ve ikinci kontrol grubunda ise 25 olmak üzere toplam 70 öğrenci, çalışma grubunda yer almıştır. Epistemolojik İnançlar ölçeği ve görüşme formundan elde edilen veriler; nitel boyutta temalara ayrılarak içerik analiziyle nicel boyutta ise SPSS 15.0 istatistik paket programı aracılığıyla çözümlenmiştir. Verilerin aritmetik ortalamaları, standart sapmaları betimsel olarak verildikten sonra, tek yönlü varyans analizi (Anova) ve kovaryans analizleri (Ancova) yapılmıştır. Sonuç olarak, epistemolojik inançların öğrenmenin yeteneğe bağlı olduğuna dair inanç ve tek bir doğrunun var olduğuna dair inanç boyutları açısından deney grubu lehine anlamlı bir farklılık bulunmuştur. Ancak öğrenmenin çabaya bağlı olduğuna dair inanç boyutu açısından deney grubu lehine anlamlı bir farklılık bulunamamıştır. Kalıcılık puanları açısından ise öğrenmenin çabaya bağlı olduğuna dair inanç ve öğrenmenin yeteneğe bağlı olduğuna dair inanç puanları açısından deney grubu lehine anlamlı bir farklılık gözlenirken tek bir doğrunun var olduğuna dair inanç puanı açısından ise anlamlı bir farklılık bulunamamıştır. Ayrıca deney grubundaki öğrenciler uygulamanın bilginin gelişebileceğine dair inançlarını olgunlaştırdığını ve düzenleme ve kendini değerlendirme becerilerini geliştirdiğini belirtmişlerdir.
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  • 37
54-68
  • Turkish

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