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Bu araştırmada, üstbiliş destekli problem çözme stratejileri öğretiminin yedinci sınıf öğrencilerinin üstbiliş becerilerine, akademik başarılarına ve problem çözme başarısına etkisinin incelemesi amaçlanmıştır. Bu amaçla, İstanbul ilinde bulunan bir ortaokulda öğrenim görmekte olan yedinci sınıf öğrencileri üç farklı gruba ayrılmıştır. Deney gruplarından birinde üstbiliş destekli problem çözme stratejileri öğretimi, ikincisinde ise yalnızca problem çözme stratejileri öğretimi yapılmıştır. Diğer taraftan, kontrol grubunda bu araştırma kapsamında bir öğretim yapılmamıştır. Bu öğretim sürecinin ardından, birinci deney grubunda öğrencilerin üstbiliş becerilerinin ve problem çözme başarılarının arttığı raporlanmıştır. Bununla birlikte, problem çözme öğretimi alan ikinci deney grubundaki öğrencilerin yalnızca problem çözme başarılarında artış olduğu anlaşılmıştır. Kontrol grubunda üstbiliş beceri açısından da problem çözme başarısı açısından da istatistiksel olarak anlamlı düzeyde bir artış gözlenememiştir.
This study aims to examine the impact of the teaching of superintelligence-backed problem-solving strategies on the superintelligence skills, academic achievements and problem-solving success of students of the seventh class. For this purpose, seven-class students who are studying at a secondary school in the province of Istanbul have been divided into three different groups. One of the experimental groups has been taught super-intelligence-supported problem-solving strategies, while the second has been taught only problem-solving strategies. On the other hand, there was no teaching under this research in the control group. After this teaching process, it has been
In this research, it was aimed to examine the effect of the teaching of problem solving strategies supported by metacognitive strategies on the seventh grade students' metacognitive skills, academic achievement and problem solving skills. With this aim, the seventh-grade students studying at a middle school in Istanbul were divided into three seperate groups. The problem-solving strategies teaching supported by metacognitive skills was applied in the first experimental group, and only the teaching of problem-solving strategies was applied in the second one. It was not given an instruction in the control group within the scope of this research. On the other hand, there was not made a teaching in control group within the scope of this research. After this teaching process, it was reported that these skills and the problem-solving success of the students were increased in the first experimental group. Besides, it was understood that there was only an increase of problem-solving success of the second experimental group in which the students were given problem solving teaching. In the control group, it was not found a statistically significant increase for the metacognitive skills or the problem-solving success of the control group.
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