A Content Analysis of the Articles on Metacognition in Education in Turkey

Baş, Fatih; Sağırlı, Meryem Özturan

doi:10.15390/eb.2017.7115

Cited by 15 publications

(14 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Again, Kutluca and Demirkol (2016), Seçer et al (2014), andVarışoğlu et al (2013) found that mostly undergraduate students were selected as samples in the studies examined. Doğan and Tok (2018), Baş and Özturan Sağırlı (2017), İşçi, (2013), Göktaş et al (2012) and Polat (2010) found that the most frequently selected sample groups in the studies are students and teachers. While Tiryakioğlu (2014) found that students were the most frequently selected as sample, Varışoğlu et al (2013) found that primary school students the most frequently selected as sample and the sample was selected with readily available sample method.…”

Section: Evaluation Period Code Of the Article F (90) %mentioning

confidence: 97%

Research in Educational Administration & Leadership Dergisi Üzerine Bir İçerik Analizi

AYANOĞLU

2022

International Journal of Management and Administration

View full text Add to dashboard Cite

The aim of this study is to examine the publication profile of the journal through content analysis according to various parameters of the articles published in the journal of Research in Educational Administration & Leadership (REAL). The research is a qualitative research conducted as a case study. The articles published in the journal up to April 2021, which started publication in 2016, form the sample of the research. The data obtained by examining 90 articles in the sample in terms of year of publication, subject, research approach, sample, method, model/design, data collection methods, data analysis methods, number of authors, the institutions of the authors, the countries of the authors, the titles of the authors, the number of articles by the authors in the journal, the number of citations, self-citations of the authors, self-citations of the journal, number of citations, average evaluation time of the journal parameters were analyzed using content analysis. With the detailed findings obtained as a result of the research, the determination of the current publication characteristics, the journal identity, trends, development level and a section of the educational administration discipline specific to the journal at a micro level In this study, the identity of the field of educational administration at the macro level was tried to be determined. Suggestions were made to take strategic decisions for the next issues regarding the development process of the journal.

show abstract

Section: Evaluation Period Code Of the Article F (90) %mentioning

confidence: 97%

Research in Educational Administration & Leadership Dergisi Üzerine Bir İçerik Analizi

AYANOĞLU

2022

International Journal of Management and Administration

View full text Add to dashboard Cite

show abstract

“…In brief, interest in the metacognition role has been steadily rising in most education forms ( Meijer et al, 2013 ). Several researches have put forth that metacognition is a milestone variable to estimating the learning performance ( Baş & Sağırlı, 2017 ; Veenman, 2006 ). Therefore, the present study aims at investigating the role of metacognition in the promoting of deep learning in MOOCs.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic

Elbyaly

Elfeky

2022

PeerJ Computer Science

View full text Add to dashboard Cite

In many nations affected by the COVID-19 pandemic, the situation in higher education institutions has changed. During the pandemic, these institutions have introduced numerous e-solutions to continue the process of education. Besides, research has shown many benefits in the last years of MOOCs. Yet, to date there are few studies to explore some individual characteristics, such as learners’ metacognitive skills, that might have an impact on learning outcomes in MOOCs. Furthermore, promotion of deep learning is a serious challenge for online courses including MOOCs. Therefore, the purpose of this research was to explore the role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic. The participants were students at the department of home economics who were all at the seventh academic level. Based on their scores on the metacognition awareness inventory (MAI), they were divided into two experimental groups, i.e. high metacognition students and low metacognition students. A three- aspect assessment card of deep learning namely connecting concepts, creating new concepts, and critical thinking was used to collect data. The results showed that MOOC was more effective in fostering the deep learning aspects of high metacognition skills, and deep learning as a whole. With regard to backward seeking and slow watching events, results showed significant differences in favor of high metacognition students (HMs). Nevertheless, there were no statistically significant differences between students in both groups regarding the pausing event.

show abstract

“…The trends of 136 studies on the metacognition in the field of education and published as articles in Turkey between 2002 and 2016 were analysed by Baş and Özturan-Sağırlı (2017). As a result of the analysis, it was claimed that the number of metacognition themed studies has increased gradually throughout the years except for 2013 and demonstrated a rapid increase in recent five years, that a great number of the studies were carried with pre-service teachers, the researches were designed quantitatively and descriptively, so mainly the quantitative data collection tools were applied.…”

Section: Introductionmentioning

confidence: 99%

The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education

KANDAL¹,

Baş

2022

Journal of Education and Future

Self Cite

View full text Add to dashboard Cite

In this research, it was aimed to investigate the graduate theses with metacognition theme on mathematics education according to their structural properties (publication year, method, study group, data collection tools and data analysis technique) and study topics. 80 graduate theses were reached within the scope of the research. At a result of the descriptive analyses, it was noticed that the number of theses has increased until recent years except from 2009, 2014 and 2017 and the highest number of conducted researches were in 2019. It was determined that generally the quantitative research approach was employed in the studies; accordingly, it was focused on descriptive and experimental studies. It was also found that most of the researches were carried with secondary school students, mostly questionnaires/ open-ended questionnaires/ scales/ tests were applied and mostly t-test, descriptive statistics and correlation tests were used in the analyses process. In addition, it was reached to the conclusion that mainly metacognitive awareness, metacognitive skill/experience and metacognitive learning/self-regulation strategies were studies in terms of the study topic.

show abstract

A Content Analysis of the Articles on Metacognition in Education in Turkey

Cited by 15 publications

References 21 publications

Research in Educational Administration & Leadership Dergisi Üzerine Bir İçerik Analizi

Research in Educational Administration & Leadership Dergisi Üzerine Bir İçerik Analizi

The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic

The Descriptive Content Analysis of Theses with the Topic of Metacognition Published in Turkey on Mathematics Education

Contact Info

Product

Resources

About