Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Bu çalışmanın amacı matematik dersindeki akran öğretimi etkinliğinde öğretici olarak görev almak isteyen öğrencilerin üstbilişlerini incelemektir. Bu bağlamda dört yedinci sınıf öğrencisinin akran öğretimi etkinliği video kayıt altına alınarak izlenmiş; aktivite sonunda da performanslarıyla ilgili birebir görüşme yapılmıştır. Öğretici öğrencilerle yapılan görüşmelerden elde edilen veriler üst bilişsel beceri ve üstbilşsel bilgi bileşenlere göre incelenmiştir. Çalışmadan elde edilen sonuçlara göre gönüllü olarak öğretmeyi seçen öğrenciler etkinliklerin planlama aşamasından sonuna kadar üstbilişsel bilgi ve becerilerini ortaya koymuşlardır. Görüşme notları öğretici görevi üstelenen öğrencilerin üstbiliş seviyesindeki etkinlik ve stratejilerini göstermiştir. Bunun yanında üstbilişsel bilgi ve becerilerin birbirini destekleyerek uyumlu bir şekilde bilişsel aktivitelerde rol oynadığı görülmüştür. Anahtar Kelimeler. Üstbilişsel Beceri, Üstbilişsel Bilgi, Üstbiliş, Akran Öğretimi, Matematik Eğitimi

Anahtar Kelimeler:

Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Peer Tutoring, Teaching Mathematics

Metacognition Used by Tutors during Peer Tutoring Sessions in Mathematics

ABSTRACT: The aim of this study is to examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions. In this regard, data were collected through video-recorded peer tutoring sessions of seventh grade students and interviews with them. In data analysis, six metacognitive components are considered: declarative knowledge, procedural knowledge and conditional knowledge under metacognitive knowledge and planning, monitoring and evaluation under metacognitive regulation. According to results it is observed that volunteer tutor students used metacognition during peer tutoring sessions starting from the preparation to the end of the task. The interviews uncovered metacognitive functioning of the tutors through the strategies they used. Besides, it is seen that metacognitive knowledge and regulation the tutors used are interrelated with and overlapping each other.Keywords: Metacognition, metacognitive knowledge, metacognitive regulation, peer tutoring, teaching mathematics

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