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ÜSTBİLİŞSELLİK HAKKINDA ÖĞRETMENLERİN VE ÖĞRENCİLERIN KENDİ ALGILARININ KARŞILAŞTIRILMASI: PAKISTAN’DAN AMPIRIK BULGULAR

COMPARISON OF TEACHERS AND STUDENTS SELF PERCEPTION ABOUT METACOGNITION: EMPIRICAL EVIDENCE FROM PAKISTAN

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
This paper reports the outcomes of the study conducted on measuring perception of teachers and students about metacognitive awareness. This was co-relational study conducted in 20 secondary schools. 300 students of grade X and 20 science teachers participated in the study. Metacognitive awareness was measured using metacognitive inventories. It was found that some specific teacher skills (of a metacognitive nature) were correlated with student metacognitive awareness. This study has further revealed the very complex nature of metacognition. However, it is obvious that thinking about thinking is a useful skill in its own right and its development as an integral part of the whole process of learning may be very important. This study has offered some insights, guidelines and caveats for future research.
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Abstract (Original Language): 
Bu makale, öğretmenlerin ve öğrencilerin üstbilişsel farkındalık hakkındaki algılarını ölçmek için yapılan çalışmanın sonuçlarını sunmaktadır. Bu 20 orta dereceli okulda yapılan korelasyonel bir çalışmadır. 300 X. Sınıf öğrencisi ve 20 fen öğretmeni katılmıştır. Ustbilişsel farkındalık, üstbilişsel anketler kullanılarak ölçülmüştür.. Bazı özel öğretmen becerilerinin (bir metabilişsel bir yapıda) öğrenci üstbilişsel bilinci ile ilişkili olduğu tespit edilmiştir. Bu çalışma üstbilişin, çok karmaşık doğasını ortaya koymuştur. Ancak, açıktır ki düşünmeyi düşünme kendi çapında çok önemli bir beceridir ve onun gelişimi tüm öğrenme sürecinde çok önemli bir parçası olabilir. Bu çalışma, bazı anlayışlar, kurallar ve gelecekteki araştırmalar için uyarılar sunmaktadır.
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PDF icon arastrmx_173599_7_pp_292-310.pdf
  • 2
292-310
  • English

REFERENCES

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