Nesrin Ozturk | İzmir Demokrasi Üniversitesi / İzmir Democracy University (original) (raw)
Papers by Nesrin Ozturk
Pedagogický Časopis, Nov 30, 2023
Trakya Eğitim Dergisi
üstbilişin kelime hazinesi, okuma bilinci ve becerileri, anlama, başarı ve öğrenme sorumluluğu üz... more üstbilişin kelime hazinesi, okuma bilinci ve becerileri, anlama, başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu ortaya koymuştur. Üstbiliş bağlamında okul öncesi eğitim programının değerlendirilmesi ilerleyen yıllarda çocukların okul başarısını yorumlama ve destekleme açısından önemlidir. Bu çalışma, Türkiye’de uygulanan okul öncesi eğitim programının üstbiliş kuramı bağlamında değerlendirilmesini ve üstbiliş gelişimini destekleyecek şekilde düzenlenmesini amaçlar. Eğitim programına doküman analizi ile erişilmiş ve içerik analizi yöntemiyle incelenmiştir. Kazanım ve göstergeler üstbiliş kuramı çerçevesinde 3 puanlayıcı tarafından değerlendirilmiş ve puanlayıcılar arası tutarlık hesaplanarak, kazanım ve göstergelerdeki üstbiliş bileşenleri hesaplanmıştır. 63 okul öncesi öğretim kazanımının %52’si üstbiliş gelişimini destekleme potansiyeline sahiptir. Üstbiliş gelişimini sosyal ve duygusal alan kazanımları en fazla ve bilişsel alan kazanımları kısıtlı şekilde destekle...
International Journal of Assessment Tools in Education, Sep 15, 2020
Limited influence of metacognition research in mainstream classrooms may stem from a lack of comp... more Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students' metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch's, and Spearman's tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.
Trakya Eğitim Dergisi, 2023
Araştırmalar, üstbilişin akademik başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu... more Araştırmalar, üstbilişin akademik başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu ortaya koymuştur. Üstbiliş bağlamında, okul öncesi eğitim programı kazanımlarının değerlendirilmesi çocukların ilerleyen yıllardaki okul başarısını yorumlama ve destekleme açısından önemlidir. Bu çalışma, Türkiye'de uygulanan okul öncesi eğitim programı kazanım ve göstergelerinin üstbiliş kuramı bağlamında değerlendirilmesini ve üstbiliş gelişimini destekleyecek şekilde düzenlenmesini amaçlar. Eğitim programına doküman analizi ile erişilmiş ve içerik analizi yöntemiyle incelenmiştir. Kazanım ve göstergeler üstbiliş kuramı çerçevesinde 3 puanlayıcı tarafından değerlendirilmiş ve puanlayıcılar arası tutarlık hesaplanarak, kazanım ve göstergelerdeki üstbiliş bileşenleri hesaplanmıştır. 63 okul öncesi program kazanımının %52'si üstbiliş gelişimini destekleme potansiyeline sahiptir. Üstbiliş gelişimini sosyal ve duygusal alan kazanımları en fazla ve bilişsel alan kazanımlarının kısıtlı şekilde destekleyebileceği bulunmuştur. Motor gelişim alanında üstbilişi destekleyecek kazanıma rastlanmamıştır. Üstbiliş gelişimini destekleyebilecek 33 kazanım göstergesinin 16'sı bilgi, 10'u beceri, ve 7'si deneyimle ilgilidir. Üstbiliş kuramı ve öğretimi çerçevesinde, programın her bir kazanımı için Ne, Neden, Ne zaman, ve Nasıl kuralı, düşünme dili, sesli düşünme ve öz değerlendirme ilkeleri doğrultusuna göstergeler önerilmiş ve bir kazanım için örnek öğretim etkinliği sunulmuştur. Yenilenen programının etkinliğinin saptanması ve yaygınlaştırılması önerilir.
Reading is an important skill to be mastered at a very early age. Apart from the awareness of pri... more Reading is an important skill to be mastered at a very early age. Apart from the awareness of print and phonological sensitivity, other factors like vocabulary knowledge, cognitive, and metacognitive skills gain importance through different levels of reading performance. Supporting comprehension, metacognitive strategies are recommended by many experts. This review, therefore, aimed to understand what experimental research on metacognitive strategy training has revealed about elementary students’ reading performance. Covering an analysis of six studies, this paper found out being explicitly trained with metacognitive strategies has a beneficial effect on reading comprehension. Children’s reading comprehension and performance improved significantly. Besides, teachers’ being knowledgeable about metacognition and how to teach metacognitive strategies, reading texts’ being familiar to students, and instructional methods which benefit from the concept of scaffolding can be related to eff...
Educational studies, learning models and teaching practices have been provided with valuable insi... more Educational studies, learning models and teaching practices have been provided with valuable insights and frameworks via electrophysiological studies, neuropsychological tests and imaging techniques. After the brain has been studied both structurally and functionally, a considerable amount of knowledge about how the brain works, how it learns, and how it stores and retrieves the information has led to important educational changes. As this knowledge is recognized being a prerequisite for good teaching, this review includes the foundations of brain-based learning. Presenting the experimental research findings regarding the brain-based learning method's impacts on achievement, motivation and attitude, this paper aims to shed light on why brain-based learning should be utilized in classrooms. It, also, resents the criticism, voiced in the literature, against the understanding of brain-based learning in order to evaluate it more objectively and to presents implications for future re...
Metacognition is a significant predictor of learning and academic performance, including foreignl... more Metacognition is a significant predictor of learning and academic performance, including foreignlanguage performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreignlanguage performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.
Bu lisans, yazarın orijinal yaratıcı olarak atfedilmesi ve yeniden kullanımın ticari olmayan amaç... more Bu lisans, yazarın orijinal yaratıcı olarak atfedilmesi ve yeniden kullanımın ticari olmayan amaçlarla, yani araştırma veya eğitim amaçlı kullanımla sınırlı olması koşuluyla, kullanıcıların makaleyi kullanmasına, çoğaltmasına, yaymasına veya görüntülemesine izin verir.
European Journal of Education Studies
16 centuries ago, Socrates implemented a pedagogy of critical thinking where he helped others mov... more 16 centuries ago, Socrates implemented a pedagogy of critical thinking where he helped others move from premise to premise to a discovery. In the current context, the 21st century’s stakeholders are bombarded with a great amount of information and should still engage in critical thinking to discern what is important, reliable, and valid or not, to apply, analyze, and evaluate information, as well as to create and collaborate for new knowledge. In this sense, Socratic pedagogy can be an effective tool for such competencies and thereby, it is important for teachers to develop knowledge and skills to practice Socratic methodologies in mainstream classrooms. As published materials may offer teachers support with their professionalism, Teach Like Socrates: Guiding Socratic Dialogues and Discussions in the Classroom was reviewed for its efficiency and practicality for classroom instruction. Article visualizations:
Journal of Higher Education and Science
Türkiye'de yabancı dil eğitimi sadece ilk ve ortaöğretimde değil aynı zamanda yükseköğretim kurum... more Türkiye'de yabancı dil eğitimi sadece ilk ve ortaöğretimde değil aynı zamanda yükseköğretim kurumlarının hazırlık sınıflarında da bir sorundur. Öğrencilerin yabancı dil yeterliğinin zayıf ve dil öğrenmeye karşı motivasyonlarının az oluşu, sadece üniversitelerin uluslararasılaşmada değil, aynı zamanda bilgi ekonomisi toplumunun oluşumunda da olumsuz bir faktördür. Yapılan kapsamlı çalışmalarda, temel sorunu besleyen çeşitli faktörler belirlenmiş ve bu faktörlerin iyileştirilmesine yönelik kalite programları oluşturulmuş ve yönetmelikler revize edilmiştir. Özellikle, dil eğitiminin uygulayıcıları olan öğretim görevlilerinin istihdamına yönelik yapılan değişiklikler incelendiğinde, düzenlemelerdeki bazı maddelerin muğlak ve yoruma açık olduğunu ve dil eğitimine bir sistem olarak yaklaşılmadığını göstermektedir. Yönetmeliklerde geçen "yüksek lisans yapmış olmak" ifadesi, öğretim görevlisi kadro ilanlarında "alanında yüksek lisans yapmış olmak" şeklinde işe koşulmaktadır. Dolayısıyla çok disiplinli bir sistem olan dil eğitimine, pozitif ayrımcılık yapılarak filoloji disiplini bakış açısı ile yaklaşılmaktadır. Oysaki dil eğitiminde öğretim görevlilerinin dil yetkinliğine sahip olması, eğitim sorunlarının çözümünde temel değil, destekleyici bir yetkinliktir. Eğitim programı ve öğretim, ölçme ve değerlendirme, mesleki yeterlik, eğitim psikolojisi, eğitim felsefesi ve eğitim politikalarından kaynaklanan sorunları çözmek çok disiplinli bir tartışma ortamını gerektirmektedir. Kadro ilanları ve istihdamda belirli bir disiplin anlayışından uzaklaşarak, kurumsal hedefler ve ihtiyaçlar doğrultusunda dil eğitimi, öğretimi ve öğrenimi gibi alanlarda bilgi, beceri, uzmanlık ve deneyimleri geliştiren herhangi bir programda tezli yüksek lisans yapmış ve iş tanımı gereği bu donanımlarını işe koşabilecek adayların değerlendirmeye alınması, mevcut sorunların çözümde önemli bir adım olacaktır. Bu sebeple, yüksek lisans çalışmasının belirli bir disiplin alanında olmasından ziyade, dil eğitimi uzmanlığını geliştirmesi ve sistemin sorunlarını çözebilecek yetkinliği kazandırıyor olması daha gerçekçidir.
Limited influence of metacognition research in mainstream classrooms may stem from a lack of comp... more Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students' metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch's, and Spearman's tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.
PSYCHOLOGY AND EDUCATION , 2020
Variations in metacognitive competence may stem from various factors including observing or inter... more Variations in metacognitive competence may stem from various factors including observing or interacting with metacognitive models or manifestations of individual
differences, including personality. To understand the phenomena, this study examined the relation of metacognition and personality traits (Five Factor Model). Data
were collected via MAI and BPTI via survey research method. Results confirmed that metacognition does not change by teachers’ gender, age, undergraduate degree,
educational level, and teaching experience. Openness to Experience significantly correlated with and predicted metacognitive knowledge. While Agreeableness and
Openness to Experience correlated with metacognitive regulation, Agreeableness predicted metacognitive regulation, significantly. Educational implications pertain
to either teaching metacognition or incorporating characteristics of related personality traits.
Keywords: metacognition, personality, FFM, teacher, survey research.
This study aimed to examine a) L2 readers' perceptions of reading, metacognition, and motives for... more This study aimed to examine a) L2 readers' perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants' self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence. ÖZ: Bu çalışma, yabancı dil öğrenme bağlamında a) yabancı dil okuyucularının okuma ve üstbiliş algıları ile üstbilişi kullanma motivasyonları ve b) bu çalışmada uygulanan üstbiliş eğitim programının bu değişkenler üzerindeki etkilerini incelemeyi amaçlamıştır. Bu amaçlar doğrultusunda, yarı deneysel durum çalışması desenlenmiş ve yazılı cevaplanacak sorular geliştirilmiştir. Bulgular, üstbilişe hakim olan bireylerin okumayı, anlama veya hedeflere ulaşma ile ilişkilendirdiğini ve fizyolojik, bilişsel ve duyuşsal faktörlerin okuma performanslarını etkileyebileceğini bildiklerini ortaya koymuştur. Bazı yabancı dil okuyucuları, meta-okuma anlayışına sahip olabilirler; yani, bu okuyucular okuma becerilerini ve okumayı etkileyen dinamikleri diller arasında aktarabilirler. Eğitimin ardından, katılımcıların öz farkındalıkları artmış ve yabancı dilde stratejik okumaları değişmiştir. Yabancı dilde okuma motivasyonları ve ilgileri de olumlu yönde değişmiştir. Son olarak, üstbilişi pratik eden okuyucular, stratejik okumanın bilişşel olarak yorucu olduğunu fakat, zamanda verimlilik, anlama ve yabancı dili öğrenmede etkinlik ve farkındalık ve özgüven kazandırması sebebiyle bu uygulamaya devam edeceklerini belirtmişlerdir. Anahtar sözcükler: Üstbiliş, yabancı dil, okuma, öz farkındalık, eğitim uygulaması.
This study examined a) the effects of metacognition and proficiency on EFL reading performance an... more This study examined a) the effects of metacognition and proficiency on EFL reading performance and b) the relation of metacognition and EFL reading performance. Data were collected by Metacognitive Awareness Inventory (MAI) and reading scores were examined. By variance analyses, we found that reading scores and metacognitive knowledge show variations across proficiency levels. There were no effects of time, timeXclass, and timeXproficiency on metacognition. When tests incorporated higher order thinking skills, participants' metacognitive knowledge or regulation correlated with reading scores, positively. Although trends that can explain differences in metacognition did not follow a pattern; it was observed that different proficiency groups benefited from training differently; for low-and mid-proficiency groups, a slight increase in metacognition regulation; and for high-proficiency group, a refinement in metacognitive knowledge was observed. We suggest instructional and assessment practices incorporate metacognition regarding learners' proficiency levels. Therefore, all students might see the relevance of metacognition and take responsibility for it.
Teachers’ competency with or delivery of metacognition instruction may show variations. Although ... more Teachers’ competency with or delivery of metacognition instruction may show variations. Although limited research offered pessimistic findings of classroom metacognition instruction, the factors have not been examined adequately. Therefore, this study examined a) the relation between teachers’ metacognitive awareness and teaching with metacognition and b) whether a professional development module of teaching metacognition might impact teaching with metacognition. Findings confirmed that metacognitive awareness and teaching with metacognition were correlated. However, a day-long module might not be sufficient to change practices of teaching with metacognition. It is, therefore, suggested teachers study metacognition explicitly and for prolonged periods.
Keywords: metacognitive awareness, teaching with metacognition, teaching for metacognition, teaching metacognitively, survey research
Metacognition helps control cognitions through the actions and interactions of metacognitive know... more Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students’ metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students’ strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR’s initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch’s, and Spearman’s tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (α.97). There were no mean differences in teachers’ self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale’s generalizability, data collection, and analyses were discussed.
This study aimed to examine the relationship of background knowledge in relation to topic interes... more This study aimed to examine the relationship of background knowledge in relation
to topic interest and reading performance of English language learners at TOBB
University of Economics and Technology. For that, a reading interest
questionnaire and three reading comprehension tests, which were accompanied
with a 2-item background & interest questionnaire, were developed by the
researcher. These instruments were implemented on 75 English language learners
studying at TOBB ETU Preparatory School. The results obtained from the
instruments were analyzed through SPSS 15.0. In analyzing the data, descriptive
statistics as average and standard deviation besides inferential statistics as oneway
ANOVA and Spearman’s correlation test were used. The results of the study
revealed that there is a significant difference among the three reading performance
scores of the language learners. Besides, the correlation of topic background
knowledge and interest is highlighted for each of three reading comprehension
tests, so are the significant relationships of (a) background knowledge and reading
v
performance as well (b) topic interest and reading performance also among the
results for “Animal Testing; Science or Fiction?” which is the moderate-interest &
background knowledge and “Eurovision Song Contest- 2009” which is the highinterest
& background knowledge test.
Keywords: background knowledge, reading comprehension, reading performance,
interest.
Reading is an important skill to be mastered at a very early age. Apart from the awareness of pri... more Reading is an important skill to be mastered at a very early age. Apart from the awareness of print and
phonological sensitivity, other factors like vocabulary knowledge, cognitive, and metacognitive skills gain
importance through different levels of reading performance. Supporting comprehension, metacognitive
strategies are recommended by many experts. This review, therefore, aimed to understand what experimental
research on metacognitive strategy training has revealed about elementary students’ reading performance.
Covering an analysis of six studies, this paper found out being explicitly trained with metacognitive strategies
has a beneficial effect on reading comprehension. Children’s reading comprehension and performance
improved significantly. Besides, teachers’ being knowledgeable about metacognition and how to teach
metacognitive strategies, reading texts’ being familiar to students, and instructional methods which benefit
from the concept of scaffolding can be related to effective metacognitive strategy trainings. Considering the
limitations of the studies, some implications for future research were provided.
Key Words: Metacognition, metacognitive training, reading, comprehension, experimental research.
While students are educated for literacy, the interactive nature of perceptual, cognitive, and me... more While students are educated for literacy, the interactive nature of perceptual, cognitive, and
metacognitive skills is taken into consideration especially for building comprehension. Numerous
studies on metacognition reported improved metacognitive awareness, reading performance,
and learning independence following metacognition training interventions. Paradoxically,
teachers’ knowledge and skills to teach for metacognition is criticized for not being sufficient
enough. Taking the initiative to understand pre-service elementary teachers’ knowledge
of and skills for teaching metacognition, this illustrative case study utilized semi-structured interview
protocols and observation technique as data sources. Qualitative data analysis revealed
that pre-service elementary teachers are not familiar with metacognition and their perceived
pedagogical understanding of metacognition does not support their teaching skills. In relation,
participants exclaimed a need for practice-oriented methodology classes. This study, therefore,
encourages comprehensive research examining teacher-educators’ perceptions, method classes
content, and effectiveness of practice-oriented method classes in empowering pre-service
teachers considering metacognition.
Keywords:Metacognition, teacher education, teaching for metacognition, literacy education,
case study
Many researchers in education emphasized students’ metacognition should be fostered for academic ... more Many researchers in education emphasized students’ metacognition should
be fostered for academic development and achievement. However, to
support students’ metacognitive development and adequacy appropriately,
their metacognition is to be assessed first. For this purpose, this theoretical
study conducted a short review of metacognition, its assessment, and
limitations of assessment measures and procedures. By focusing on ten
current studies, a pattern of metacognition assessment was portrayed. It was
concluded that knowledge about and regulation of cognition was assessed
simultaneously as metacognition theory proposes. To assess especially
knowledge about cognition, exclusively off-line measures were used. For
regulation of cognition, both off-line and on-line measures were used.
Chronological analysis of these studies revealed that latest metacognition
assessment studies tended to utilize domain-specific or real-life tasks.
Based on the findings, research implications for assessment and instruction
were laid down.
Pedagogický Časopis, Nov 30, 2023
Trakya Eğitim Dergisi
üstbilişin kelime hazinesi, okuma bilinci ve becerileri, anlama, başarı ve öğrenme sorumluluğu üz... more üstbilişin kelime hazinesi, okuma bilinci ve becerileri, anlama, başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu ortaya koymuştur. Üstbiliş bağlamında okul öncesi eğitim programının değerlendirilmesi ilerleyen yıllarda çocukların okul başarısını yorumlama ve destekleme açısından önemlidir. Bu çalışma, Türkiye’de uygulanan okul öncesi eğitim programının üstbiliş kuramı bağlamında değerlendirilmesini ve üstbiliş gelişimini destekleyecek şekilde düzenlenmesini amaçlar. Eğitim programına doküman analizi ile erişilmiş ve içerik analizi yöntemiyle incelenmiştir. Kazanım ve göstergeler üstbiliş kuramı çerçevesinde 3 puanlayıcı tarafından değerlendirilmiş ve puanlayıcılar arası tutarlık hesaplanarak, kazanım ve göstergelerdeki üstbiliş bileşenleri hesaplanmıştır. 63 okul öncesi öğretim kazanımının %52’si üstbiliş gelişimini destekleme potansiyeline sahiptir. Üstbiliş gelişimini sosyal ve duygusal alan kazanımları en fazla ve bilişsel alan kazanımları kısıtlı şekilde destekle...
International Journal of Assessment Tools in Education, Sep 15, 2020
Limited influence of metacognition research in mainstream classrooms may stem from a lack of comp... more Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students' metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch's, and Spearman's tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.
Trakya Eğitim Dergisi, 2023
Araştırmalar, üstbilişin akademik başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu... more Araştırmalar, üstbilişin akademik başarı ve öğrenme sorumluluğu üzerinde olumlu etkileri olduğunu ortaya koymuştur. Üstbiliş bağlamında, okul öncesi eğitim programı kazanımlarının değerlendirilmesi çocukların ilerleyen yıllardaki okul başarısını yorumlama ve destekleme açısından önemlidir. Bu çalışma, Türkiye'de uygulanan okul öncesi eğitim programı kazanım ve göstergelerinin üstbiliş kuramı bağlamında değerlendirilmesini ve üstbiliş gelişimini destekleyecek şekilde düzenlenmesini amaçlar. Eğitim programına doküman analizi ile erişilmiş ve içerik analizi yöntemiyle incelenmiştir. Kazanım ve göstergeler üstbiliş kuramı çerçevesinde 3 puanlayıcı tarafından değerlendirilmiş ve puanlayıcılar arası tutarlık hesaplanarak, kazanım ve göstergelerdeki üstbiliş bileşenleri hesaplanmıştır. 63 okul öncesi program kazanımının %52'si üstbiliş gelişimini destekleme potansiyeline sahiptir. Üstbiliş gelişimini sosyal ve duygusal alan kazanımları en fazla ve bilişsel alan kazanımlarının kısıtlı şekilde destekleyebileceği bulunmuştur. Motor gelişim alanında üstbilişi destekleyecek kazanıma rastlanmamıştır. Üstbiliş gelişimini destekleyebilecek 33 kazanım göstergesinin 16'sı bilgi, 10'u beceri, ve 7'si deneyimle ilgilidir. Üstbiliş kuramı ve öğretimi çerçevesinde, programın her bir kazanımı için Ne, Neden, Ne zaman, ve Nasıl kuralı, düşünme dili, sesli düşünme ve öz değerlendirme ilkeleri doğrultusuna göstergeler önerilmiş ve bir kazanım için örnek öğretim etkinliği sunulmuştur. Yenilenen programının etkinliğinin saptanması ve yaygınlaştırılması önerilir.
Reading is an important skill to be mastered at a very early age. Apart from the awareness of pri... more Reading is an important skill to be mastered at a very early age. Apart from the awareness of print and phonological sensitivity, other factors like vocabulary knowledge, cognitive, and metacognitive skills gain importance through different levels of reading performance. Supporting comprehension, metacognitive strategies are recommended by many experts. This review, therefore, aimed to understand what experimental research on metacognitive strategy training has revealed about elementary students’ reading performance. Covering an analysis of six studies, this paper found out being explicitly trained with metacognitive strategies has a beneficial effect on reading comprehension. Children’s reading comprehension and performance improved significantly. Besides, teachers’ being knowledgeable about metacognition and how to teach metacognitive strategies, reading texts’ being familiar to students, and instructional methods which benefit from the concept of scaffolding can be related to eff...
Educational studies, learning models and teaching practices have been provided with valuable insi... more Educational studies, learning models and teaching practices have been provided with valuable insights and frameworks via electrophysiological studies, neuropsychological tests and imaging techniques. After the brain has been studied both structurally and functionally, a considerable amount of knowledge about how the brain works, how it learns, and how it stores and retrieves the information has led to important educational changes. As this knowledge is recognized being a prerequisite for good teaching, this review includes the foundations of brain-based learning. Presenting the experimental research findings regarding the brain-based learning method's impacts on achievement, motivation and attitude, this paper aims to shed light on why brain-based learning should be utilized in classrooms. It, also, resents the criticism, voiced in the literature, against the understanding of brain-based learning in order to evaluate it more objectively and to presents implications for future re...
Metacognition is a significant predictor of learning and academic performance, including foreignl... more Metacognition is a significant predictor of learning and academic performance, including foreignlanguage performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreignlanguage performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.
Bu lisans, yazarın orijinal yaratıcı olarak atfedilmesi ve yeniden kullanımın ticari olmayan amaç... more Bu lisans, yazarın orijinal yaratıcı olarak atfedilmesi ve yeniden kullanımın ticari olmayan amaçlarla, yani araştırma veya eğitim amaçlı kullanımla sınırlı olması koşuluyla, kullanıcıların makaleyi kullanmasına, çoğaltmasına, yaymasına veya görüntülemesine izin verir.
European Journal of Education Studies
16 centuries ago, Socrates implemented a pedagogy of critical thinking where he helped others mov... more 16 centuries ago, Socrates implemented a pedagogy of critical thinking where he helped others move from premise to premise to a discovery. In the current context, the 21st century’s stakeholders are bombarded with a great amount of information and should still engage in critical thinking to discern what is important, reliable, and valid or not, to apply, analyze, and evaluate information, as well as to create and collaborate for new knowledge. In this sense, Socratic pedagogy can be an effective tool for such competencies and thereby, it is important for teachers to develop knowledge and skills to practice Socratic methodologies in mainstream classrooms. As published materials may offer teachers support with their professionalism, Teach Like Socrates: Guiding Socratic Dialogues and Discussions in the Classroom was reviewed for its efficiency and practicality for classroom instruction. Article visualizations:
Journal of Higher Education and Science
Türkiye'de yabancı dil eğitimi sadece ilk ve ortaöğretimde değil aynı zamanda yükseköğretim kurum... more Türkiye'de yabancı dil eğitimi sadece ilk ve ortaöğretimde değil aynı zamanda yükseköğretim kurumlarının hazırlık sınıflarında da bir sorundur. Öğrencilerin yabancı dil yeterliğinin zayıf ve dil öğrenmeye karşı motivasyonlarının az oluşu, sadece üniversitelerin uluslararasılaşmada değil, aynı zamanda bilgi ekonomisi toplumunun oluşumunda da olumsuz bir faktördür. Yapılan kapsamlı çalışmalarda, temel sorunu besleyen çeşitli faktörler belirlenmiş ve bu faktörlerin iyileştirilmesine yönelik kalite programları oluşturulmuş ve yönetmelikler revize edilmiştir. Özellikle, dil eğitiminin uygulayıcıları olan öğretim görevlilerinin istihdamına yönelik yapılan değişiklikler incelendiğinde, düzenlemelerdeki bazı maddelerin muğlak ve yoruma açık olduğunu ve dil eğitimine bir sistem olarak yaklaşılmadığını göstermektedir. Yönetmeliklerde geçen "yüksek lisans yapmış olmak" ifadesi, öğretim görevlisi kadro ilanlarında "alanında yüksek lisans yapmış olmak" şeklinde işe koşulmaktadır. Dolayısıyla çok disiplinli bir sistem olan dil eğitimine, pozitif ayrımcılık yapılarak filoloji disiplini bakış açısı ile yaklaşılmaktadır. Oysaki dil eğitiminde öğretim görevlilerinin dil yetkinliğine sahip olması, eğitim sorunlarının çözümünde temel değil, destekleyici bir yetkinliktir. Eğitim programı ve öğretim, ölçme ve değerlendirme, mesleki yeterlik, eğitim psikolojisi, eğitim felsefesi ve eğitim politikalarından kaynaklanan sorunları çözmek çok disiplinli bir tartışma ortamını gerektirmektedir. Kadro ilanları ve istihdamda belirli bir disiplin anlayışından uzaklaşarak, kurumsal hedefler ve ihtiyaçlar doğrultusunda dil eğitimi, öğretimi ve öğrenimi gibi alanlarda bilgi, beceri, uzmanlık ve deneyimleri geliştiren herhangi bir programda tezli yüksek lisans yapmış ve iş tanımı gereği bu donanımlarını işe koşabilecek adayların değerlendirmeye alınması, mevcut sorunların çözümde önemli bir adım olacaktır. Bu sebeple, yüksek lisans çalışmasının belirli bir disiplin alanında olmasından ziyade, dil eğitimi uzmanlığını geliştirmesi ve sistemin sorunlarını çözebilecek yetkinliği kazandırıyor olması daha gerçekçidir.
Limited influence of metacognition research in mainstream classrooms may stem from a lack of comp... more Limited influence of metacognition research in mainstream classrooms may stem from a lack of comprehensive pedagogy and/or inconsistent criteria assessing metacognition instruction. For this problem, an instrument designed for metacognition instruction in reading classes was examined. After a systematic and analytic review of broad literature, scale validation procedures were followed. Items that represent observable and measurable teacher-behavior promoting students' metacognition were generated. Next, QUAID examination, expert-, cognitive-, and focus-group interviews were conducted. Data collected from reading teachers via a computer-assisted survey method were analyzed by exploratory factor analysis, Welch's, and Spearman's tests. Findings confirmed that the ITMR had a unidimensional model accounting for 60% of metacognition instruction (α.97). There were no mean differences in metacognition instruction at any elementary grades. The items on the ITMR were also strongly and positively correlated. Thereby, the ITMR can be used to assist and identify classroom metacognition instruction in reading classrooms.
PSYCHOLOGY AND EDUCATION , 2020
Variations in metacognitive competence may stem from various factors including observing or inter... more Variations in metacognitive competence may stem from various factors including observing or interacting with metacognitive models or manifestations of individual
differences, including personality. To understand the phenomena, this study examined the relation of metacognition and personality traits (Five Factor Model). Data
were collected via MAI and BPTI via survey research method. Results confirmed that metacognition does not change by teachers’ gender, age, undergraduate degree,
educational level, and teaching experience. Openness to Experience significantly correlated with and predicted metacognitive knowledge. While Agreeableness and
Openness to Experience correlated with metacognitive regulation, Agreeableness predicted metacognitive regulation, significantly. Educational implications pertain
to either teaching metacognition or incorporating characteristics of related personality traits.
Keywords: metacognition, personality, FFM, teacher, survey research.
This study aimed to examine a) L2 readers' perceptions of reading, metacognition, and motives for... more This study aimed to examine a) L2 readers' perceptions of reading, metacognition, and motives for practicing metacognition in a foreign language learning context and b) the effects of a metacognition training program on these variables. For this purpose, a quasi-experimental case study was designed, and written questionnaires were developed. Findings confirmed that metacognitive individuals pertain reading to comprehension or goal attainment and they know physiological, cognitive, and affective factors might impact their performances. Some L2 readers might hold an understanding of meta-reading; skills and dynamics that facilitate and interfere with performance might transfer across languages. Following the training, participants' self-awareness increased and their strategic L2 reading changed. Their motivation and interest to read in a foreign language was also impacted, positively. Lastly, although metacognitive readers were aware of that strategic reading may be cognitively demanding; such readers would still continue practicing metacognition for efficiency with time, effectiveness with comprehension and EFL learning, and pleasure of awareness and self-confidence. ÖZ: Bu çalışma, yabancı dil öğrenme bağlamında a) yabancı dil okuyucularının okuma ve üstbiliş algıları ile üstbilişi kullanma motivasyonları ve b) bu çalışmada uygulanan üstbiliş eğitim programının bu değişkenler üzerindeki etkilerini incelemeyi amaçlamıştır. Bu amaçlar doğrultusunda, yarı deneysel durum çalışması desenlenmiş ve yazılı cevaplanacak sorular geliştirilmiştir. Bulgular, üstbilişe hakim olan bireylerin okumayı, anlama veya hedeflere ulaşma ile ilişkilendirdiğini ve fizyolojik, bilişsel ve duyuşsal faktörlerin okuma performanslarını etkileyebileceğini bildiklerini ortaya koymuştur. Bazı yabancı dil okuyucuları, meta-okuma anlayışına sahip olabilirler; yani, bu okuyucular okuma becerilerini ve okumayı etkileyen dinamikleri diller arasında aktarabilirler. Eğitimin ardından, katılımcıların öz farkındalıkları artmış ve yabancı dilde stratejik okumaları değişmiştir. Yabancı dilde okuma motivasyonları ve ilgileri de olumlu yönde değişmiştir. Son olarak, üstbilişi pratik eden okuyucular, stratejik okumanın bilişşel olarak yorucu olduğunu fakat, zamanda verimlilik, anlama ve yabancı dili öğrenmede etkinlik ve farkındalık ve özgüven kazandırması sebebiyle bu uygulamaya devam edeceklerini belirtmişlerdir. Anahtar sözcükler: Üstbiliş, yabancı dil, okuma, öz farkındalık, eğitim uygulaması.
This study examined a) the effects of metacognition and proficiency on EFL reading performance an... more This study examined a) the effects of metacognition and proficiency on EFL reading performance and b) the relation of metacognition and EFL reading performance. Data were collected by Metacognitive Awareness Inventory (MAI) and reading scores were examined. By variance analyses, we found that reading scores and metacognitive knowledge show variations across proficiency levels. There were no effects of time, timeXclass, and timeXproficiency on metacognition. When tests incorporated higher order thinking skills, participants' metacognitive knowledge or regulation correlated with reading scores, positively. Although trends that can explain differences in metacognition did not follow a pattern; it was observed that different proficiency groups benefited from training differently; for low-and mid-proficiency groups, a slight increase in metacognition regulation; and for high-proficiency group, a refinement in metacognitive knowledge was observed. We suggest instructional and assessment practices incorporate metacognition regarding learners' proficiency levels. Therefore, all students might see the relevance of metacognition and take responsibility for it.
Teachers’ competency with or delivery of metacognition instruction may show variations. Although ... more Teachers’ competency with or delivery of metacognition instruction may show variations. Although limited research offered pessimistic findings of classroom metacognition instruction, the factors have not been examined adequately. Therefore, this study examined a) the relation between teachers’ metacognitive awareness and teaching with metacognition and b) whether a professional development module of teaching metacognition might impact teaching with metacognition. Findings confirmed that metacognitive awareness and teaching with metacognition were correlated. However, a day-long module might not be sufficient to change practices of teaching with metacognition. It is, therefore, suggested teachers study metacognition explicitly and for prolonged periods.
Keywords: metacognitive awareness, teaching with metacognition, teaching for metacognition, teaching metacognitively, survey research
Metacognition helps control cognitions through the actions and interactions of metacognitive know... more Metacognition helps control cognitions through the actions and interactions of metacognitive knowledge, experiences, and strategies. Since 1979, metacognition has been extensively studied and found to be an effective tool for learning. In reading, metacognition is associated with improved vocabulary, reading awareness, strategies, comprehension, and task performance. Research confirmed metacognition can be successfully taught. However, it has limited influence on mainstream classrooms; classroom instruction lacks pedagogies of metacognition. Paradoxically, teachers’ practices have been assessed inconsistently and independent of students’ metacognition. For these problems, this study developed a pedagogy of metacognition (PMR) and examined the structural validity of its measurement instrument (ITMR). Following a comprehensive literature review, a PMR consisted of fostering students’ metacognitive knowledge, adopting goal-directedness, integrating language of thinking, scaffolding students’ strategic reading, encouraging their independence with strategic reading, assessing metacognition, and prolonging instruction. Then, scale validation procedures were followed. After scale items were generated, QUAID examination, expert, cognitive, and focus-group interviews were conducted for content and construct validity. Following the ITMR’s initial simulation, the data were collected from reading teachers in the United States of America. The data were collected by a computer-assisted survey method and a non-probability sampling technique. Then, the data were analyzed by a factor analysis method, Welch’s, and Spearman’s tests. The ITMR at elementary school level was found to have a unidimensional model accounting for 60% of the total variance (α.97). There were no mean differences in teachers’ self-reported metacognition instruction practices at any grade levels. All dimensions of the ITMR were strongly and positively correlated. By these findings, the significance of this study was recognized and its contributions to the literature were summarized. Also, the discrepancy between the literature and the ITMR and the congruence of metacognition instruction practices across elementary grades was discussed. Assessment practices were recognized as potential aids for classroom metacognition instruction. Future studies were recommended to improve the validity of the ITMR and understanding of classroom metacognition instruction. Educational implications aimed to support both in-service and pre-service teachers as possible. Finally, limitations with scale development, scale’s generalizability, data collection, and analyses were discussed.
This study aimed to examine the relationship of background knowledge in relation to topic interes... more This study aimed to examine the relationship of background knowledge in relation
to topic interest and reading performance of English language learners at TOBB
University of Economics and Technology. For that, a reading interest
questionnaire and three reading comprehension tests, which were accompanied
with a 2-item background & interest questionnaire, were developed by the
researcher. These instruments were implemented on 75 English language learners
studying at TOBB ETU Preparatory School. The results obtained from the
instruments were analyzed through SPSS 15.0. In analyzing the data, descriptive
statistics as average and standard deviation besides inferential statistics as oneway
ANOVA and Spearman’s correlation test were used. The results of the study
revealed that there is a significant difference among the three reading performance
scores of the language learners. Besides, the correlation of topic background
knowledge and interest is highlighted for each of three reading comprehension
tests, so are the significant relationships of (a) background knowledge and reading
v
performance as well (b) topic interest and reading performance also among the
results for “Animal Testing; Science or Fiction?” which is the moderate-interest &
background knowledge and “Eurovision Song Contest- 2009” which is the highinterest
& background knowledge test.
Keywords: background knowledge, reading comprehension, reading performance,
interest.
Reading is an important skill to be mastered at a very early age. Apart from the awareness of pri... more Reading is an important skill to be mastered at a very early age. Apart from the awareness of print and
phonological sensitivity, other factors like vocabulary knowledge, cognitive, and metacognitive skills gain
importance through different levels of reading performance. Supporting comprehension, metacognitive
strategies are recommended by many experts. This review, therefore, aimed to understand what experimental
research on metacognitive strategy training has revealed about elementary students’ reading performance.
Covering an analysis of six studies, this paper found out being explicitly trained with metacognitive strategies
has a beneficial effect on reading comprehension. Children’s reading comprehension and performance
improved significantly. Besides, teachers’ being knowledgeable about metacognition and how to teach
metacognitive strategies, reading texts’ being familiar to students, and instructional methods which benefit
from the concept of scaffolding can be related to effective metacognitive strategy trainings. Considering the
limitations of the studies, some implications for future research were provided.
Key Words: Metacognition, metacognitive training, reading, comprehension, experimental research.
While students are educated for literacy, the interactive nature of perceptual, cognitive, and me... more While students are educated for literacy, the interactive nature of perceptual, cognitive, and
metacognitive skills is taken into consideration especially for building comprehension. Numerous
studies on metacognition reported improved metacognitive awareness, reading performance,
and learning independence following metacognition training interventions. Paradoxically,
teachers’ knowledge and skills to teach for metacognition is criticized for not being sufficient
enough. Taking the initiative to understand pre-service elementary teachers’ knowledge
of and skills for teaching metacognition, this illustrative case study utilized semi-structured interview
protocols and observation technique as data sources. Qualitative data analysis revealed
that pre-service elementary teachers are not familiar with metacognition and their perceived
pedagogical understanding of metacognition does not support their teaching skills. In relation,
participants exclaimed a need for practice-oriented methodology classes. This study, therefore,
encourages comprehensive research examining teacher-educators’ perceptions, method classes
content, and effectiveness of practice-oriented method classes in empowering pre-service
teachers considering metacognition.
Keywords:Metacognition, teacher education, teaching for metacognition, literacy education,
case study
Many researchers in education emphasized students’ metacognition should be fostered for academic ... more Many researchers in education emphasized students’ metacognition should
be fostered for academic development and achievement. However, to
support students’ metacognitive development and adequacy appropriately,
their metacognition is to be assessed first. For this purpose, this theoretical
study conducted a short review of metacognition, its assessment, and
limitations of assessment measures and procedures. By focusing on ten
current studies, a pattern of metacognition assessment was portrayed. It was
concluded that knowledge about and regulation of cognition was assessed
simultaneously as metacognition theory proposes. To assess especially
knowledge about cognition, exclusively off-line measures were used. For
regulation of cognition, both off-line and on-line measures were used.
Chronological analysis of these studies revealed that latest metacognition
assessment studies tended to utilize domain-specific or real-life tasks.
Based on the findings, research implications for assessment and instruction
were laid down.