Üstbilişi Geliştirmek İçin Düzenlenmiş Olan Öğretim Etkinliklerinin Öğretmen Adaylarının Üstbilişsel Farkındalıklarına Etkisinin İncelenmesi

Giriş: Bu araştırmada öğretim elemanı tarafından dersin sunulmasında kullanılan üstbilişi düzenleyici öğretim etkinliklerinin öğretmen adaylarının üstbilişsel farkındalıklarının gelişimi ve akademik başarıları üzerindeki etkisi belirlenmeye çalışılmıştır. Uygulama özel eğitim öğretmenliği bölümü ikinci sınıf müfredatında yer alan Bütünleştirme dersinde yapılmıştır.Yöntem: Araştırmada ön-test son-test kontrol gruplu yarı deneysel model kullanılmış, araştırmaya deney (n = 20) ve kontrol (n = 20) olmak üzere toplam 40 öğrenci katılmıştır. Veriler Üstbilişsel Farkındalık Envanteri kullanılarak toplanmış, bağımsız örneklemler t-testi kullanılarak analiz edilmiştir.Bulgular: Araştırma sonunda gruplar kendi içinde ön-test ve son-test puanları açısından karşılaştırıldığında ölçekten alınan toplam puan bakımından anlamlı fark oluşmadığı görülmüştür. Ölçeğin alt boyutları incelendiğinde deney grubunda planlamada alt boyutunda anlamlı fark bulunurken, diğer alt boyutlarda ise her iki grupta da ön-test ve son-test puanları arasında anlamlı bir farklılık oluşmadığı görülmüştür. Gruplar birbiri ile karşılaştırıldığında ise ölçekten alınan toplam puan, açıklayıcı bilgi ve değerlendirme alt boyutları arasında gruplar arasında fark olduğu belirlenmiştir.Tartışma: Yapılan uygulamanın üstbilişsel farkındalıkta bir değişime neden olduğu, öğretmen adaylarının üstbilişsel farkındalıklarının düşük düzeyde olduğu ve müdahale edilmedikçe gelişiminde ve kazanılmasında sınırlılıklar bulunduğu görülmüştür. Lisans düzeyinde Yükseköğretim Kurulunun ve mesleki yeterlilikler konusunda Milli Eğitim Bakanlığının yaptığı düzenlemelerde öz değerlendirme, öz düzenleme gibi beceriler öğretmenlik mesleği için birer gereklilik olarak belirtilmiştir. Bu nedenle tanımlamış olan yeterlilikleri karşılayacak düzenlemelerin işlevsel hale getirilmesine, öğretmen adaylarının seçimi ve atanması sırasında bu yeterliklerin karşılanmasına ilişkin alternatif değerlendirme yolları geliştirmesine ihtiyaç vardır.

Anahtar Kelimeler:

Üstbiliş, üstbilişsel farkındalık, özel eğitim, öğretmen yetiştirme, yükseköğretim

The Effect of Teaching Activities Organized to Improve Metacognition Upon Teacher Candidates' Metacognitive Awareness

Introduction: The aim of this study is to investigate the effects of metacognitive learning activities presented in the lesson on the development of metacognitive awareness of teacher candidates. The study was conducted in the course of Integration in Special Education in the second year curriculum of the Department of Special Education.Method: A quasi-experimental method was conducted in the research. The pre-test post-test control group design was utilized. The students were assigned to two categories: The experimental group (n = 20) and the control group (n = 20). Groups were randomly divided into two categories. Data were collected using Metacognitive Awareness Inventory.Findings: When the experimental group and the control group were compared, no significant difference was found between metacognitive awareness in terms of total score obtained from the scale. While there was a significant difference in the planning from the sub-dimensions of the scale in favor of the experimental group, there was no significant difference in the other sub-dimensions. When the groups were compared with each other, there was a difference between the total score. There was also a difference between the declarative knowledge and evaluation sub-dimensions in favor of the experimental group.Discussion: The study revealed that the metacognitive learning activities resulted in a change in metacognitive awareness. It also showed that the teacher candidates’ metacognitive awareness was low. There were limitations in their development and acquisition prior to the implementation.

Keywords:

Metacognition, metacognitive awareness, special education, teacher trainig, higher education,

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