Abstract:

This research examines the skills the individual uses when performing lifelong learning effects. In this process, educating individuals who produce information, who can functionally use it in life and who can solve problems, is also expressed in the teaching programs. But solely solving the problem may not be enough. It is also necessary to think reflectively to solve the problem. According to Shermis (1992) reflective thinking occurs when a particular problem is perceived. Therefore, the reflection can be best observed in the problem-solving process. One of the qualifications that are also discussed in the curricula and with a range of skills that students will need at both national and international levels is mathematical qualification. In this process, it is aimed at solving problems as well as developing and applying the mathematical thinking style. The other competence referred to as learning is the organization of the individual’s learning action individually or in a group in such a way that it also includes effective time and information management (MEB, 2018). Therefore, it is important to solve the problem and self-regulate in the process of reflective thinking. The study also studied the self-regulatory and problem-solving reflective thinking skills of high school students from a variety of variables and tried to determine whether there is a relationship between problem-solving reflective thinking and self-regulatory skills. The research is designed as an imaginary research in the screening model. The sample of the study in the Education-Teaching Year 2018-2019 consists of 289 high school students who are studying in a province located in the Egean region. As a data collection tool, the "Reflective Thinking Skill to Problem Solving" developed by Redkaya and Aşkar (2009) was used, the "Reflective Self-Regulation Skill" developed by Arslan and Advanced (2015) and the "Personal Information Form" prepared by researchers. In terms of the variables undertaken, students’ reflecting thinking skills to solve problems and self-regulating skills have been studied, recommendations have been made according to the findings. The research has also established a positive, high level and meaningful relationship between problem-solving reflective thinking skills and self-regulating skills.

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