Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Acar, Fatma; Ader, Engin

doi:10.17051/ilkonline.2017.330250

Cited by 4 publications

(4 citation statements)

References 33 publications

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“…The use of metacognitive strategies has often been discussed at the conceptual level as an important factor affecting critical thinking (Acar & Ader, 2017). Metacognitive strategies allow students to supervise and control their own thinking processes.…”

Section: The Difference In Regression Equations In Nht Learning Modelmentioning

confidence: 99%

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

2021

ilkonline

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This correlational research aims to reveal the contribution of critical thinking skills (CTS) toward cognitive learning outcomes (CLO) on the learning using NHT and metacognitive strategies, and to reveal the differences in regression equations between the two learning models. The results revealed that there was a correlation between CTS and CLO in both the NHT and metacognitive strategies. The biggest contribution of CTS toward the students' CLO was found in the NHT + metacognitive strategy learning model, which was 71.4%, and the regression equation of the learning model was Y = 21.66 + 0.72 X. The results of Anova show the significance value of b1, b2 was 0.009 (p <0.05) and the significance value of b1, b2, b3 was 0,000 (p <0.05). Thus, the rate and magnitude of the student CLO as an effect of the CTS are different from each other. These results prove the NHT learning model and metacognitive strategy is more effective in empowering CTS and CLO.

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Section: The Difference In Regression Equations In Nht Learning Modelmentioning

confidence: 99%

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

2021

ilkonline

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“…Any theory or strategy involved with MLS can be used. Researchers likes Acar and Ader (2017) used Peer Tutoring, Suriyon, Inprasitha and Sangaroon (2013) applied Open Approach, Adnan and Arsad Bahri (2018) have chosen Guided Inquiry and Menz and Cindy Xin (2016) has been implemented Reflective Writing. Besides that, problem solving activities are prioritized and implemented by researchers such as Smith andMancy (2018), Du Toit andDu Toit (2013) and Tony Karnain et al (2014).…”

Section: Which Aspect(s) Is Most Closely Related To the Operational Dmentioning

confidence: 99%

“…The design of the experimental study is the main choice of measurement and evaluation. Comparison of student achievement was also carried out to see the effectiveness of interventions compared to conventional methods (References: Acar & Ader, 2017;Hasbullah, 2015;Menz & Cindy Xin, 2016;Suriyon, Inprasitha & Sangaroon, 2013).…”

Section: Which Aspect(s) Is Most Closely Related To the Operational Dmentioning

confidence: 99%

“…The approach seen to develop individual potential and competence is the Metacognitive Learning Strategy (MLS) (Cera, Mancini & Antionetti, 2013;Hasbullah, 2015;Schraw & Moshman, 1995). Previous studies have proven and reported that MLS was significant and influenced the effectiveness of mathematical learning (Acar & Ader, 2017;Adnan & Arsad Bahri, 2018;Amin & Sukestiyarno, 2015;Daher, Anabousy & Jabarin, 2018;Du Toit & Du Toit, 2013;Suriah, Inprasitha & Sangaroon, 2013). Mastery of student mathematics through MLS is greater than conventional methods (Amin & Sukestiyarno, 2015;Habullah, 2015;Suriyon, Inprasitha & Sangaroon, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect

Bakar¹,

Ismail²

2019

INT ELECT J MATH ED

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Mathematical learning is to produce a high competence individual with multiple skills in line with the needs of the 21st century. However, mathematical education is still plagued with problem of mastery of mathematical concepts. In addressing this problem, various initiatives and interventions need to be implemented to ensure that mathematical mastery is at the normal and best level. Metacognitive Learning Strategies (MLS) can be used as interventions to tackle weak issues of mastery. The strength of MLS is based on the efficiency of teachers and students managing their teaching and learning. MLS can also produce students who have good thinking skills, good self-esteem, and positive tendencies. However, to ensure that the implementation of this strategy is consistent, it should be designed and constructed to be based on the appropriate Instructional Designed (ID) model. The model is a rubric description that has more specific steps designed to coincide with the operation of MLS. This review aims to study the impact of MLS and discuss the aspects in the operation of MLS approach as an intervention. Papers that were published between 2013 and 2019, focused on an intervention aimed at improving mastery of students were identified and assessed, thirteen such interventions met inclusion criteria and analyzed. These studies addressed that MLS had a great impact on the students' mastery and the ID's steps was applied even though it was not clearly stated. Therefore, in forming innovative approaches and interventions requires an appropriate model of instructional design and selecting a learning approach that enhances student competence.

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Türkiye’de Yayımlanan ve Matematiksel Bir İçerik Barındıran Makelelere Yönelik İnceleme

Baş

Sağırlı

2022

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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In this research, it is aimed to review the metacognition-themed articles, which have been conducted and published in Turkey on the topic of the mathematics education, within the scope of methodological features (method, study group, data collection tools, and data analysis techniques) and in terms of the subjects/reached results. The research was designed with a descriptive content analysis method. 117 journals published in our country were determined and all the issues of these articles, which can be reached online, were analysed using the keywords of metacognition, metacognitive, beyond cognition, cognitive awareness, and executive cognition and 41 articles were included in the research. The obtained data were subjected to a descriptive analysis. As a result of the analyses, it was determined that approximately half of the metacognitive themed articles were conducted with a quantitative approach and descriptive methods. It was noticed that about half of the articles were conducted at the secondary school level, in the second place, that the university level took place with a one-fourth of rate. In terms of the data collection tools, it was found that mostly questionnaire/ open-ended questionnaire/ scale/ tests were used, observation, interview, think-aloud protocol, and documents were applied; in terms of the data analysis techniques, the correlation, descriptive statistics, independent samples t-test, one-way variance analysis, and regression analysis were used. It was reached that when sorted by frequency the correlational, leveling, metacognitive behaviours of the participants in the problem-solving processes were investigated, and experimental researches were conducted.

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Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Cited by 4 publications

References 33 publications

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

The Correlation between Critical Thinking Skills and Cognitive Learning Outcomes

Metacognitive Learning Strategies in Mathematics Classroom Intervention: A Review of Implementation and Operational Design Aspect

Türkiye’de Yayımlanan ve Matematiksel Bir İçerik Barındıran Makelelere Yönelik İnceleme

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