ÖZ DÜZENLEMELİ ÖĞRENMENİN ÖĞRENCİLERİN YAŞAM BOYU ÖĞRENME VE ELEŞTİREL DÜŞÜNME EĞİLİMLERİ ÜZERİNDE ETKĠSĠ

Bu araĢtırmanın temel amacı öz düzenlemeli öğrenmeye dayalı öğretim etkinliklerinin, öğrencilerin öz düzenlemeli öğrenme becerilerine, yaĢam boyu öğrenme ve eleĢtirel düĢünme eğilimlerine etkisini belirlemektir. Karma yöntemin kullanıldığı çalıĢmanın nicel boyutunda yarı deneysel araĢtırma deseni, nitel boyutunda ise olgubilim deseni kullanılmıĢtır. AraĢtırmanın çalıĢma grubunu Kırıkkale (Türkiye) ilindeki bir ortaokulda öğrenim gören 6. sınıf öğrencileri oluĢturmaktadır. Ġki deney ve iki kontrol grubu ile yürütülen çalıĢmada her grupta 21 öğrenci olmak üzere, toplam 84 öğrenci yer almıĢtır. AraĢtırma kapsamında deney grubuna öz düzenlemeli öğrenme etkinlikleriyle zenginleĢtirilen ders planları sekiz hafta boyunca uygulanmıĢ, kontrol grubu öğrencileri ise ders müfredatında öngörülen yöntemlere göre öğretim faaliyetlerini sürdürmüĢtür. Nicel verilerin analizinde tek yönlü kovaryans analizi (ANCOVA) kullanılmıĢ, nitel veriler ise içerik analizi yöntemiyle çözümlenmiĢtir. AraĢtırmanın nicel veri analizi sonucunda öz düzenlemeli öğrenmeye dayalı uygulama süreci sonunda öğrencilerin öz düzenlemeli öğrenme becerileri, yaĢam boyu öğrenme ve eleĢtirel düĢünme eğilimleri üzerinde deney grubu lehine anlamlı bir farklılık ortaya çıkmıĢtır. Nitel veri analizi sonuçları incelendiğinde de, uygulama sürecinin öğrencilerin öz düzenlemeli öğrenme becerilerine olumlu katkı sağladığı öğrenci görüĢleriyle desteklenmiĢtir. Ek olarak bulgular genel olarak ele alındığında öz düzenlemeli öğrenmenin öğrencilere akademik baĢarı, farkındalık, motivasyon artıĢı gibi katkılar sağladığı ve bunların yanı sıra öğrencilerin bir kısmının öz düzenlemeli öğrenme stratejilerini diğer derslerde de kullanmaya baĢladığı sonucuna ulaĢılmıĢtır.

THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ LIFELONG LEARNING AND CRITICAL THINKING TENDENCIES

The main objective of this research is to determine the effect of teaching activities based on self-regulated learning onstudents’ self-regulated learning skills, lifelong learning, and critical thinking tendencies. The study has a mixedmethods research design. Accordingly, a quasi-experimental research design was used in the quantitative part of thestudy. For the qualitative part, a phenomenological research design was used. The study group of the research consistsof the 6th graders studying at a secondary school in Kırıkkale (Turkey). In the study conducted with two experimentaland two control groups, a total of 84 students, including 21 students in each group, took part in the study. For thestudents in the experimental group, the lesson plans enriched with the self-regulated learning activities wereimplemented for eight weeks. In the control group, the lesson has been taught according to the methods stipulated bythe curriculum of the lesson. In the analysis of quantitative data, one-way analysis of covariance (ANCOVA) wasused, and qualitative data were analyzed by the technique of content analysis. As a result of the quantitative dataanalysis at the end of the application process based on self-regulated learning, a significant difference in favor of theexperimental group was found in the students' self-regulated learning skills, lifelong learning and critical thinkingtendencies. When the results of qualitative data analysis were considered, it was determined that the positivecontribution of teaching activities based on self-regulation to students’ self-regulated learning skills was also supportedby student opinions. In addition, when the findings were considered in general, it was concluded that self-regulatedlearning contributed to students such as academic achievement, awareness, and motivation, and that some of thestudents began to use self-regulated learning strategies in other lessons

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