Buradasınız

Üstbilişsel Rehberliğin Eleştirel Düşünme Eğilimine Etkisi

Effects of Metacognitive Guidance on Critical Thinking Disposition

Journal Name:

Publication Year:

Abstract (2. Language): 
The present study investigated the effect of metacognitive guidance in an online learning environment on the students’ critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.
Abstract (Original Language): 
Çalışmanın amacı, çevrimiçi öğrenme ortamında kullanılan üst bilişsel rehberliğin, öğrencilerin eleştirel düşünme eğilimine etkisini araştırmaktır. Araştırma deneysel desenlerden ön test, son test kontrol gruplu deneysel modele göre yürütülmüştür. Çalışma grubunu Ankara Üniversitesi Eğitim Bilimleri Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde 2011-2012 eğitim öğretim yılı bahar döneminde öğrenim görmekte olan öğrenciler oluşturmuştur. Araştırmanın başında ve sonunda 51 maddelik California Eleştirel Düşünme Eğilimi Ölçeği kullanılarak veriler toplanmıştır. Araştırmanın sonunda eleştirel düşünme eğilimi toplam skorları incelendiğinde, üst bilişsel rehberlik alan deney grubunun toplam puanlarının, almayan gruba göre anlamlı düzeyde yüksek olduğu ve kullanılan üst bilişsel rehberliğin pozitif yönde etki yaptığı gözlenmiştir. Elde edilen bulgular ışığında, çevrimiçi ortamlarda üst bilişsel rehberliğin, öğretmen adaylarının eleştirel düşünme becerilerini geliştirmek amacıyla kullanılabileceği görülmüştür.
133
148

REFERENCES

References: 

Abdul Rabu, S.N., Aris, B., & Tasir, Z. (2013). Teaching critical thinking through online instructor scaffolding: A conceptual framework. Procedia - Social and Behavioral Sciences, 97, 314-319. AEU (2012). Metacognition and Constructivism. Retrieved August 25, 2014, from http://peoplelearn.homestead.com/BEduc/Chapter_6.pdf.
Ascherman, J. L. (1997). Children Teching and Learning in Peer Collaborative interactions. Unpublished doctorate dissertation. Faculty of the Virginia Polytechnic Institute and State University. Retrieved December 30, 2012, from http://scholar.lib.vt.edu/theses/available/etd-04252001140637/unrestrict.... pdf.
Astleitner, H. (2002). Teaching critical thinking online. Journal of Instructional Psychology, 29(2), 53-76.
Aybek, B. (2006). The effect of content and skill based critical thinking teaching on prospective teachers’ disposition and level in critical thinking. Unpublished doctorate dissertation, Çukurova University, Institute of Social Sciences, Adana.
Azevedo, R., & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition-implications for the design of computer-based scaffolds. Instructional Science, 33, 367-379.
Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25, 829-835.
Cottrell, S. (2005). Critical thinking skills, Palgrave MacMillan. Retrieved August, 20, 2014, from http://www.coventry.ac.uk/ swift/~csx067/100cde/materials10/critical%20thinking.pdf.
Critical Thinking Community (2012). Retrieved August 25, 2013, from http://www.criticalthinking.org/pages/ defining-critical-thinking/766.
Dabarera, C., Renandya, W.A., & Zhang, J.S. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473.
Demir, Ö., & Doğanay, A. (2009). Öğretmen eğitiminde bilişsel koçluk yaklaşımı. Journal of Uludag University Faculty of Education, 22(2), 717-739.
Duran, D., & Monereo, C (2005). Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring. Learning and Instruction, 15, 179-199.
Ennis, R. (1991). Critical thinking: A streamlined conception. Teaching Philosophy, 14(1), 5-24.
Fennema, E., & Franke, M. (1992). Teachers’ knowledge and its impact. In D. Grouws (Eds.), Handbook of research on mathematics teaching and learning (pp.147-164). New York: Macmillan.
Gourgey, A.F. (2001). Metacognition in basic skills instruction. In H.J. Hartman (Eds.), Metacognition in learning and instruction: Theory research and practice (pp.17-32). USA: Kluwer Academic Publishers.
Halpern, D.F. (2014). Critical thinking across the curriculum: A brief edition of thought & knowledge. USA: Routledge.
Hmelo-Silver, C.E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16(3), 235-266.
Jacobson, M.J., & Azevedo, R. (2008). Advances in scaffolding learning with hypertext and hypermedia: Theoretical, empirical, and design issues. Educational Technology Research and Development, 56, 1-3.
King, A. (1990). Enhancing peer interaction and learning in the classroom through reciprocal peer questioning. American Educational Research Journal, 27, 664-687.
Kong, S.C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173.
Halil İbrahim AKYÜZ, Serap SAMSA YETİK ve Hafize KESER – Pegem Eğitim ve Öğretim Dergisi, 5(2), 2015, 133-148
147
Kökdemir, D. (2003). Decision making and problem solving under uncertainty. Unpublished doctorate dissertation, Ankara University, Institute of Social Science, Ankara.
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effect of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281-310.
Kramarski, B., Mevarech, Z.R., & Arami, M. (2002). The effects of metacognitive instruction on solving mathematical authentic tasks. Educational Studies in Mathematics, 49, 225-250.
Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 3, 169-176.
Kramarski, B., & Michalsky, T. (2009). Investigating preservice teachers’ professional growth in self-regulated learning environments. Journal of Educational Psychology, 101(1), 161-175.
Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434-447.
Künsting, J., Kempf, J., & Wirth, J. (2013). Enhancing scientific discovery learning through metacognitive support. Contemporary Educational Psychology, 38, 349-360.
Leflay, K., & Groves, M. (2013). Using online forums for encouraging higher order thinking and ‘deep’ learning in an undergraduate Sports Sociology module. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 226-232.
Lin, X., & Lehman, J.D. (1999). Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching, 36, 837-858.
Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23-40.
Lipman, M. (2003). Thinking in education (Second Edition). Cambridge: Cambridge University Press.
Loh, B., Reiser, B.J., Radinsky, J., Edelson, D.C., Gomez, L.M., & Marshall, S. (2001). Developing reflective inquiry practises: a case study of software, the teacher, and students. In K. Crowley, C. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp.279-323). Mahwah, NJ: Lawrence Erlbaum Associates.
Lories, G., Dardenne, B., & Yzerbyt, V.Y. (1998). From social cognition to metacognition. In V.Y. Yzerbyt, G. Lories, and B. Dardenne (Eds.), Metacognition: Cognitive and social dimensions (pp.1-15), Great Britain: SAGE Publication.
Meloth, M.S., & Deering, P.D. (1992). The effects of two cooperative groups on peer group discussions, reading comprehension, and metacognition. Contemporary Educational Psychology, 17, 175-193.
Mevarech, Z.R., & Kramarski B. (1997). IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34, 365-394.
Paul, R.W., & Elder, L. (2002).Critical thinking: Tools for taking change of your professional and personal life. USA: Financial Times Prentice Hall.
Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.
Seferoğlu, S., & Akbıyık, C. (2006). Eleştirel düşünme ve öğretimi. Hacettepe Univsersity, Journal of Education, 30, 193-200.
Sloffer, S.J., Dueber, B. & Duffy, T.M. (1999). Using asynchronus conferencing to prompte critical thinking. Two implications in higher education. Bloomington, Center of Research on Learning and Technology, India University.
Halil İbrahim AKYÜZ, Serap SAMSA YETİK ve Hafize KESER – Pegem Eğitim ve Öğretim Dergisi, 5(2), 2015, 133-148
148
Türnüklü, E.B., & Yeşildere, S. (2005). Türkiye’den bir profil: 11-13 yaş grubu matematik öğretmen adaylarının eleştirel düşünme eğilim ve becerileri. Ankara University, Journal of Faculty of Educational Science, 2, 167-185.
Varaki, B.S. (2006). A reflection on three web-based teaching critical thinking: toward a compromise approach. Ankara University, Journal of Faculty of Educational Sciences, 39(2), 177-191.
Wassermann, S., Jonas, A., & Rothstein, A. (1986). Teaching for thinking: Theory, strategies, and activities for the classroom. New York: Teachers College, Columbia University.
Wesiak, G., Steiner, C.M., Moore, A. Dagger, D., Power, G., Berthold, M., Albert, D., & Conlan, O. (2014). Iterative augmentation of a medical training simulator: Effects of affective metacognitive scaffolding. Computers & Education, 76, 13-29.
Wright, L. (2002). Challenging students with the tools of critical thinking. The Social Studies, 93(6), 257-26.

Thank you for copying data from http://www.arastirmax.com