ÜSTBİLİŞ KAVRAMINA VE PROBLEM ÇÖZME SÜRECİNDE ÜSTBİLİŞİN ROLÜNE ELEŞTİREL BİR BAKIŞ

Bilişsel kuramın eğitimde etkili olmasıyla insan davranışları kadar onların altında yatan zihinsel süreçlere de yönelen araştırmacılar, zihnin işlevlerini ve bilişin görevlerini açıklamaya çalışmaktadırlar. İnsanların zihinsel aktiviteleri incelendiğinde, bilişsel eylemlerin yanında o bilişsel eylemleri yönlendiren/yöneten farklı eylemlerin olduğu ve bu farklı eylemlerin beynin farklı yerleri tarafından aktive edildiği görülmektedir. İlk başlarda sezgisel olarak fark edilen bu zihinsel eylemler daha sonra beyinle ilgili çalışmalarla daha net ortaya koyulmaktadır. Üstbiliş olarak tanımlanan bu zihinsel eylemler, günümüzde önemli bir araştırma konusudur. Üstbilişin karmaşıklığı, farklı kuramsal yapı/zihinsel süreçlerle ele alınışı üzerinde çalışılmasını güçleştirmektedir. Üstbiliş yapılandırmacı öğrenmede kavramsal öğrenme için de büyük önem taşımaktadır. Bu doğrultudaçalışmanın amacı, üstbiliş kavramına ilişkin farklı görüşleri bir araya getirerek eleştirel bir bakış sağlamak, öğrenme ve problem çözmede sergilenen eylemlerle üstbilişi örneklendirerek bu alanda çalışanlara üstbilişi açıklamaktır. Bu sayede araştırmacılara üstbiliş ile ilgili kapsamlı bilgi verilerek onların bu alanda daha kapsamlı ve etkili çalışmalarla katkıda bulunmaları planlanmaktadır.

A CRITICAL OVERVIEW OF METACOGNITION AND METACOGNITION’S ROLE IN PROBLEM SOLVING PROCESS

With cognitive theory being effective in education, researchers who are also involved in mental processes that underlie their behaviors as well as human behaviors have tried to explain the functions of the mind and the tasks of cognition. When people’s mental activities are examined, it is seen that there are different activities that direct/manage these cognitive activities as well as cognitive activities, and these different activities are activated by different parts of the brain. These mental activities, initially recognized intuitively, are then more clearly revealed by the studies related to the brain. These mental processes, which are called as metacognition, are an important research topic nowadays. Metacognition is complex and different theoretical structures/mental processes make it difficult to work on. Metacognition is also of great importance for conceptual learning according to constructivist understanding. In this direction, the aims of study are to give a critical perpective by bringing together different views on metacognition and to explain the metacognition to the researchers of this field by exemplifying the metacognition with the activities exhibited in learning and problem solving process. In this way, it is planned to give the researchers comprehensive information about the metacognition and to contribute to this field with more comprehensive and effective studies.

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