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Okuma Stratejilerine Yönelik Üst Bilişsel Farkındalığın Problem Kurma Becerisini Yordama Düzeyi

Year 2023, Volume: 7 Issue: 2, 335 - 345, 30.04.2023

Hülya Altun Melis Yeşilpınar Uyar

https://doi.org/10.34056/aujef.1233883
Cited By: 1

Abstract

Araştırmanın amacı yedinci sınıf öğrencilerinin okuma stratejileri üst bilişsel farkındalıkları ile problem kurma beceri düzeyleri arasındaki yordamsal ilişkilerin incelenmesidir. Araştırmaya 373 yedinci sınıf öğrencisi katılmıştır. Araştırmanın verileri “Okuma Stratejileri Üst Bilişsel Farkındalık Ölçeği” ve “Problem Kurma Beceri Testi” kullanılarak toplanmıştır. Verilerin analizinde basit doğrusal regresyon analizi kullanılmıştır. Araştırma sonucunda yedinci sınıf öğrencilerinin okuma stratejileri üst bilişsel farkındalık düzeylerinin; problem kurma becerilerini anlamlı bir şekilde yordadığı ve problem kurma becerisindeki değişimin %42’sini anlamlı bir şekilde açıkladığı belirlenmiştir. Ulaşılan bu sonuçlar doğrultusunda; öğretmenlerin okuduğunu anlama ve bilişsel farkındalığın gelişimine yönelik, farklı okuma ve problem kurma stratejilerinin kullanımını içeren disiplinler arası problem kurma etkinlikleri planlamaları ve uygulamaları önerilmektedir.

Keywords

matematik öğretimi okuduğunu anlama okuma stratejilerine yönelik üst bilişsel farkındalık problem kurma becerisi yedinci sınıf öğrencileri

References

  • Abu-Elwan, R. E. (2002). Effectiveness of problem posing strategies on prospective teachers’ problem-solving performance. Journal of Science and Mathematics Education in Southeast Asia, 25(1), 56-69. https://doi.org/10.16949/turkbilmat.303759
  • Ada, K. (2019). Mediation role of mathematics and Turkish courses on the relationship between metacognition and problem-posing performance. Unpublished master’s thesis, Bayburt University, Bayburt.
  • Akay, H. (2006). Investigation of the effect of mathematics teaching with problem posing approach on students' academic success, problem solving skills and creativity. Unpublished master’s thesis, Gazi University, Ankara.
  • Akkaya, N. (2011). The effects of using reading comprehension strategies in primary school 8th grade Turkish lesson on attitude. Journal of National Education, 41(191), 68-77.
  • Altun, M. (2002). Eğitim fakülteleri ve ilköğretim öğretmenleri için matematik öğretimi (10th ed.). Bursa: Alfa Yayınları.
  • Altunkaya, H. (2017). The relationship between reading anxiety and reading comprehension skills of primary school fifth grade students. International Journal of Language Academy, 5(3), 106-121. http://dx.doi.org/10.18033/ijla.3594
  • Bakioğlu, B., Küçükaydın, M. A., & Karamustafaoğlu, O. (2015). Examination of pre-service teachers' metacognitive awareness level, problem solving skills and technology attitudes. Trakya University Journal of Education Faculty, 5(1), 22-33. https://doi.org/10.16949/turkbilmat.303966
  • Balcı, G. (2007). Investigation of cognitive awareness skills of primary school 5th grade students according to their level of solving verbal mathematics problems. Unpublished master’s thesis, Çukurova University, Adana.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün Ö.E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24th ed.). Ankara: Pegem Akademi.
  • Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21(4), 401-421.
  • Çetinkaya, A., & Soybaş, D. (2018). Examining the problem posing skills of primary school 8th grade students. Journal of Theoretical Educational Science, 11(1), 169-200. https://doi.org/10.30831/akukeg.333757
  • Dülger, Z. (2019). Determining the relationship between the problem-solving skills of high school 11th grade students in physics course and their metacognitive awareness levels. Unpublished master’s thesis, Marmara University, İstanbul.
  • English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106. https://doi.org/10.2307/749719
  • Erdem, E. (2016). The relationship between mathematical reasoning and reading comprehension: 8th grade example. Faculty of Education Journal of Electronic Science and Mathematics Education, 10(1), 393-414.
  • Fidan, S. (2008). The effect of students' problem posing activities on problem solving success in primary school 5th grade mathematics course. Unpublished master’s thesis, Gazi University, Ankara.
  • Gelen, İ. (2003). The effect of cognitive awareness strategies on attitude towards Turkish lesson, reading comprehension and retention. Unpublished master’s thesis, Çukurova University, Adana.
  • George, D., & Mallery, M. (2001). SPSS for windows step by step: A simple guide and reference (3rd ed.). US: Allyn ve Bacon.
  • Göktaş, Ö., & Gürbüztürk, O. (2012). The effect of reading comprehension skill on academic achievement in secondary school mathematics course. International Journal of Curriculum and Instructional Studies, 4(2), 52-66.
  • Hedin, R. L., Mason, L. H., & Gaffney, J. S. (2011). Comprehension strategy instruction for two students with attention-related disabilities. Preventing School Failure, 55(3), 148-157. https://doi.org/10.1080/1045988X.2010.499393
  • Hertzog, C., & Robinson, A. E. (2005) Metacognition and intelligence. In O. Wilhelm, & R. W. Engle, (Eds.), Handbook of understanding and measuring intelligence (pp. 101-121). CA: Sage publishers.
  • Işık, C., & Kar, T. (2012). Problem posing skills of primary school teacher candidates. Journal of Mehmet Akif Ersoy University Faculty of Education, 1(23), 190-214.
  • Kanmaz, A. (2012). The effect of the use of reading comprehension strategy on reading comprehension skills, cognitive awareness, attitude towards reading and permanence. Unpublished master’s thesis, Adnan Menderes University, Aydın.
  • Karakelle, S. (2012). Links between metacognitive awareness, intelligence, problem solving perception and the need to think. Education and Science, 37(164), 237-250.
  • Kaya Tosun, D. (2018). The effect of reading circles on reading comprehension, fluent reading, reading motivation and social skills and determination of reader reactions. Unpublished doctoral dissertation, Pamukkale University, Denizli.
  • Kocadağ, N.G. (2019). The relationship between primary school 4th grade students' reading comprehension skills in Turkish lesson and problem-solving skills in mathematics lesson. Unpublished master’s thesis, Adnan Menderes University, Aydın.
  • Lavy, I., & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. In W. Jeong-Ho, P. Kyo-Sik, L. Hee-Chan & S. Dong-Yeop (Eds.), Proceedings of the 31th international conference on the Psychology of Mathematics Education (PME) (pp. 129-136). Seoul, South Korea, III.
  • Lee, C. B., Teo, T., & Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian context. The Australian Educational Researcher, 36(3), 89-102. https://doi.org/10.1007/BF03216907
  • Matel, P. B. (2013). Reading comprehension and mathematical problem-solving skills of fourth year high school students of Tagaytay City Science National High School. Unpublished master’s thesis, Cavite State University, Cavite, Indan.
  • McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205. https://doi.org/10.1111/j.1467-9817.2009.01403.x
  • Ministry of National Education (2018). Mathematics course curriculum (Primary and Secondary School 1, 2, 3, 4, 5, 6, 7 and 8th Grades). Retrieved January 1, 2021, from https://ttkb.meb.gov.tr.
  • Ministry of National Education (2019). Turkish course curriculum (Primary and Secondary School 1, 2, 3, 4, 5, 6, 7 and 8th Grades). Retrieved January 1, 2021, from https://ttkb.meb.gov.tr.
  • Mokhtari, K., & Reichard, C.A. (2002). Assessing students’s metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
  • Naglieri, J. A., & Das, J. P. (2005). Planning, attention, simultaneous, successive (PASS) theory: A revision of the concept of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.) Contemporary intellectual assessment (pp. 120-135). New York: The Guilford Press.
  • Oluk, S., & Başöncül, N. (2009). The effect of primary school 8th grade students on the level of using metacognitive reading strategies and their success in science, technology and Turkish lessons. Kastamonu Journal of Education,17(1), 183-194.
  • Özsoy, G. (2007). The effect of teaching metacognitive strategies in the fifth grade of primary education on problem solving success. Unpublished doctoral dissertation, Gazi University, Ankara.
  • Öztürk, E. (2012). The validity and reliability study of the Turkish form of the reading strategies metacognitive awareness inventory. Elementary Education Online, 11(2), 292-305.
  • Pesa, N., & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies. Unpublished master’s thesis, Saint Xavier University, Chicago.
  • Pressley, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp.265-286). New Jersey: Lawrence Erlbaum.
  • Pugalee, D. K. (2001). Writing, mathematics and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236-246. https://doi.org/ 10.1111/j.1949-8594.2001
  • Sallabaş, M. E. (2008). The relationship between primary school 8th grade students' attitudes towards reading and their reading comprehension skills. Journal of İnönü University Faculty of Education, 9(16), 141-155.
  • Sapungan, R. M., Gabor, M. A. L., & Rayos, S. G. (2018). Reading comprehension as a determinant of science performance. International Journal of Recent Innovations in Academic Research, 2(8), 31-40.
  • Saraç Ekmen, M. (2019). Investigation of leisure activities and reading comprehension skills of primary school fourth grade students. Unpublished master’s thesis, On Sekiz Mart University, Çanakkale.
  • Semizoğlu, R. (2013). Examining the relationship between primary school 5th grade students' reading comprehension and visual reading level and problem posing skills. Unpublished master’s thesis, Gazi University, Ankara.
  • Sert, A. (2010). Examination of primary school sixth grade students' reading comprehension skills in terms of some variables. Unpublished master’s thesis, Selçuk University, Konya.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for research in Mathematics Education, 521-539. https://doi.org/10.5951/jresematheduc.27.5.0521
  • Sternberg, R. J. (2005). The triarchic theory of successful intelligence. In D. P. Flanagan & P.L. Harrison (Eds.), Contemporary intellectual assessment (pp. 103-119). New York: The Guilford Press.
  • Suarsana, I. M., Lestari, I. A. P. D., & Mertasari, N. M. S. (2019). The effect of online problem posing on students' problem-solving abilitiy in mathematics. International Journal of Instruction, 12(1), 809-820.
  • Şakar, O. (2018). Evaluation of the learning environment based on problem posing activities according to students' problem solving and problem posing success. Unpublished master’s thesis, Recep Tayyip Erdoğan University, Rize.
  • Tatar, E., & Soylu, Y. (2006). A study on determining the effect of success in reading comprehension on success in mathematics. Kastamonu Journal of Education, 14(2) 503-508.
  • Tuna, L. (2016). The effect of reading strategies on 7th grade students' gaining reading habits, reading attitude and reading comprehension skills. Unpublished master’s thesis, Dokuz Eylül University, İzmir.
  • Turhan Türkkan, B. (2017). Mathematics teaching integrated with socio-mathematical issues: An action research aimed at developing awareness and problem posing skills regarding social justice and equality values. Unpublished doctoral dissertation, Çukurova University, Adana.
  • Turhan, B. (2011). Investigation of the effect of mathematics teaching with problem posing approach on the problem-solving success, problem posing skills and opinions of 6th grade primary school students. Unpublished master’s thesis, Anadolu University, Eskişehir.
  • Yantır, N. (2011). Examination of primary school 6th grade students' reading comprehension skills. Unpublished master’s thesis, Atatürk University, Erzurum.
  • Yıldız, M. & Akyol, H. (2011). The relationship between primary school 5th grade students' reading comprehension, reading motivation and reading habits. Journal of Gazi University Gazi Education Faculty, 31(3), 793-815.
  • Yıldız, Z. (2014). The effect of problem posing studies in mathematics on problem posing skills and metacognitive awareness levels of pre-service teachers. Unpublished doctoral dissertation, Marmara University, İstanbul.
  • Zehir, K. (2013). Examining the problem posing skills of elementary mathematics teacher candidates for fraction operations. Unpublished doctoral dissertation, Atatürk University, Erzurum.

The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill

Year 2023, Volume: 7 Issue: 2, 335 - 345, 30.04.2023

Hülya Altun Melis Yeşilpınar Uyar

https://doi.org/10.34056/aujef.1233883
Cited By: 1

Abstract

The aim of the study was analyzing the predictive relations between reading strategies metacognitive awareness and problem posing skills of seventh grade students. Within the study, 373 seventh grade students participated. The data of the study was collected using “Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Skills Test”. Through the analysis of the data, simple linear regression analysis was used. As a result of the study, it was determined that reading strategies metacognitive awareness levels of seventh grade students significantly predicted problem posing skills and explained 42% of the change in problem posing skills. In line with these results; it is recommended that teachers plan and implement interdisciplinary problem posing activities that include the use of different reading and problem posing strategies for the development of reading comprehension and cognitive awareness.

Keywords

mathematics teaching reading comprehension metacognitive awareness of reading strategies problem posing skill seventh grade students

References

  • Abu-Elwan, R. E. (2002). Effectiveness of problem posing strategies on prospective teachers’ problem-solving performance. Journal of Science and Mathematics Education in Southeast Asia, 25(1), 56-69. https://doi.org/10.16949/turkbilmat.303759
  • Ada, K. (2019). Mediation role of mathematics and Turkish courses on the relationship between metacognition and problem-posing performance. Unpublished master’s thesis, Bayburt University, Bayburt.
  • Akay, H. (2006). Investigation of the effect of mathematics teaching with problem posing approach on students' academic success, problem solving skills and creativity. Unpublished master’s thesis, Gazi University, Ankara.
  • Akkaya, N. (2011). The effects of using reading comprehension strategies in primary school 8th grade Turkish lesson on attitude. Journal of National Education, 41(191), 68-77.
  • Altun, M. (2002). Eğitim fakülteleri ve ilköğretim öğretmenleri için matematik öğretimi (10th ed.). Bursa: Alfa Yayınları.
  • Altunkaya, H. (2017). The relationship between reading anxiety and reading comprehension skills of primary school fifth grade students. International Journal of Language Academy, 5(3), 106-121. http://dx.doi.org/10.18033/ijla.3594
  • Bakioğlu, B., Küçükaydın, M. A., & Karamustafaoğlu, O. (2015). Examination of pre-service teachers' metacognitive awareness level, problem solving skills and technology attitudes. Trakya University Journal of Education Faculty, 5(1), 22-33. https://doi.org/10.16949/turkbilmat.303966
  • Balcı, G. (2007). Investigation of cognitive awareness skills of primary school 5th grade students according to their level of solving verbal mathematics problems. Unpublished master’s thesis, Çukurova University, Adana.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün Ö.E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri (24th ed.). Ankara: Pegem Akademi.
  • Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. Journal of Mathematical Behavior, 21(4), 401-421.
  • Çetinkaya, A., & Soybaş, D. (2018). Examining the problem posing skills of primary school 8th grade students. Journal of Theoretical Educational Science, 11(1), 169-200. https://doi.org/10.30831/akukeg.333757
  • Dülger, Z. (2019). Determining the relationship between the problem-solving skills of high school 11th grade students in physics course and their metacognitive awareness levels. Unpublished master’s thesis, Marmara University, İstanbul.
  • English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106. https://doi.org/10.2307/749719
  • Erdem, E. (2016). The relationship between mathematical reasoning and reading comprehension: 8th grade example. Faculty of Education Journal of Electronic Science and Mathematics Education, 10(1), 393-414.
  • Fidan, S. (2008). The effect of students' problem posing activities on problem solving success in primary school 5th grade mathematics course. Unpublished master’s thesis, Gazi University, Ankara.
  • Gelen, İ. (2003). The effect of cognitive awareness strategies on attitude towards Turkish lesson, reading comprehension and retention. Unpublished master’s thesis, Çukurova University, Adana.
  • George, D., & Mallery, M. (2001). SPSS for windows step by step: A simple guide and reference (3rd ed.). US: Allyn ve Bacon.
  • Göktaş, Ö., & Gürbüztürk, O. (2012). The effect of reading comprehension skill on academic achievement in secondary school mathematics course. International Journal of Curriculum and Instructional Studies, 4(2), 52-66.
  • Hedin, R. L., Mason, L. H., & Gaffney, J. S. (2011). Comprehension strategy instruction for two students with attention-related disabilities. Preventing School Failure, 55(3), 148-157. https://doi.org/10.1080/1045988X.2010.499393
  • Hertzog, C., & Robinson, A. E. (2005) Metacognition and intelligence. In O. Wilhelm, & R. W. Engle, (Eds.), Handbook of understanding and measuring intelligence (pp. 101-121). CA: Sage publishers.
  • Işık, C., & Kar, T. (2012). Problem posing skills of primary school teacher candidates. Journal of Mehmet Akif Ersoy University Faculty of Education, 1(23), 190-214.
  • Kanmaz, A. (2012). The effect of the use of reading comprehension strategy on reading comprehension skills, cognitive awareness, attitude towards reading and permanence. Unpublished master’s thesis, Adnan Menderes University, Aydın.
  • Karakelle, S. (2012). Links between metacognitive awareness, intelligence, problem solving perception and the need to think. Education and Science, 37(164), 237-250.
  • Kaya Tosun, D. (2018). The effect of reading circles on reading comprehension, fluent reading, reading motivation and social skills and determination of reader reactions. Unpublished doctoral dissertation, Pamukkale University, Denizli.
  • Kocadağ, N.G. (2019). The relationship between primary school 4th grade students' reading comprehension skills in Turkish lesson and problem-solving skills in mathematics lesson. Unpublished master’s thesis, Adnan Menderes University, Aydın.
  • Lavy, I., & Shriki, A. (2007). Problem posing as a means for developing mathematical knowledge of prospective teachers. In W. Jeong-Ho, P. Kyo-Sik, L. Hee-Chan & S. Dong-Yeop (Eds.), Proceedings of the 31th international conference on the Psychology of Mathematics Education (PME) (pp. 129-136). Seoul, South Korea, III.
  • Lee, C. B., Teo, T., & Bergin, D. (2009). Children’s use of metacognition in solving everyday problems: An initial study from an Asian context. The Australian Educational Researcher, 36(3), 89-102. https://doi.org/10.1007/BF03216907
  • Matel, P. B. (2013). Reading comprehension and mathematical problem-solving skills of fourth year high school students of Tagaytay City Science National High School. Unpublished master’s thesis, Cavite State University, Cavite, Indan.
  • McElvain, C. M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205. https://doi.org/10.1111/j.1467-9817.2009.01403.x
  • Ministry of National Education (2018). Mathematics course curriculum (Primary and Secondary School 1, 2, 3, 4, 5, 6, 7 and 8th Grades). Retrieved January 1, 2021, from https://ttkb.meb.gov.tr.
  • Ministry of National Education (2019). Turkish course curriculum (Primary and Secondary School 1, 2, 3, 4, 5, 6, 7 and 8th Grades). Retrieved January 1, 2021, from https://ttkb.meb.gov.tr.
  • Mokhtari, K., & Reichard, C.A. (2002). Assessing students’s metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259.
  • Naglieri, J. A., & Das, J. P. (2005). Planning, attention, simultaneous, successive (PASS) theory: A revision of the concept of intelligence. In D. P. Flanagan & P. L. Harrison (Eds.) Contemporary intellectual assessment (pp. 120-135). New York: The Guilford Press.
  • Oluk, S., & Başöncül, N. (2009). The effect of primary school 8th grade students on the level of using metacognitive reading strategies and their success in science, technology and Turkish lessons. Kastamonu Journal of Education,17(1), 183-194.
  • Özsoy, G. (2007). The effect of teaching metacognitive strategies in the fifth grade of primary education on problem solving success. Unpublished doctoral dissertation, Gazi University, Ankara.
  • Öztürk, E. (2012). The validity and reliability study of the Turkish form of the reading strategies metacognitive awareness inventory. Elementary Education Online, 11(2), 292-305.
  • Pesa, N., & Somers, S. (2007). Improving reading comprehension through application and transfer of reading strategies. Unpublished master’s thesis, Saint Xavier University, Chicago.
  • Pressley, M., & Harris, K. R. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp.265-286). New Jersey: Lawrence Erlbaum.
  • Pugalee, D. K. (2001). Writing, mathematics and metacognition: Looking for connections through students’ work in mathematical problem solving. School Science and Mathematics, 101(5), 236-246. https://doi.org/ 10.1111/j.1949-8594.2001
  • Sallabaş, M. E. (2008). The relationship between primary school 8th grade students' attitudes towards reading and their reading comprehension skills. Journal of İnönü University Faculty of Education, 9(16), 141-155.
  • Sapungan, R. M., Gabor, M. A. L., & Rayos, S. G. (2018). Reading comprehension as a determinant of science performance. International Journal of Recent Innovations in Academic Research, 2(8), 31-40.
  • Saraç Ekmen, M. (2019). Investigation of leisure activities and reading comprehension skills of primary school fourth grade students. Unpublished master’s thesis, On Sekiz Mart University, Çanakkale.
  • Semizoğlu, R. (2013). Examining the relationship between primary school 5th grade students' reading comprehension and visual reading level and problem posing skills. Unpublished master’s thesis, Gazi University, Ankara.
  • Sert, A. (2010). Examination of primary school sixth grade students' reading comprehension skills in terms of some variables. Unpublished master’s thesis, Selçuk University, Konya.
  • Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.
  • Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for research in Mathematics Education, 521-539. https://doi.org/10.5951/jresematheduc.27.5.0521
  • Sternberg, R. J. (2005). The triarchic theory of successful intelligence. In D. P. Flanagan & P.L. Harrison (Eds.), Contemporary intellectual assessment (pp. 103-119). New York: The Guilford Press.
  • Suarsana, I. M., Lestari, I. A. P. D., & Mertasari, N. M. S. (2019). The effect of online problem posing on students' problem-solving abilitiy in mathematics. International Journal of Instruction, 12(1), 809-820.
  • Şakar, O. (2018). Evaluation of the learning environment based on problem posing activities according to students' problem solving and problem posing success. Unpublished master’s thesis, Recep Tayyip Erdoğan University, Rize.
  • Tatar, E., & Soylu, Y. (2006). A study on determining the effect of success in reading comprehension on success in mathematics. Kastamonu Journal of Education, 14(2) 503-508.
  • Tuna, L. (2016). The effect of reading strategies on 7th grade students' gaining reading habits, reading attitude and reading comprehension skills. Unpublished master’s thesis, Dokuz Eylül University, İzmir.
  • Turhan Türkkan, B. (2017). Mathematics teaching integrated with socio-mathematical issues: An action research aimed at developing awareness and problem posing skills regarding social justice and equality values. Unpublished doctoral dissertation, Çukurova University, Adana.
  • Turhan, B. (2011). Investigation of the effect of mathematics teaching with problem posing approach on the problem-solving success, problem posing skills and opinions of 6th grade primary school students. Unpublished master’s thesis, Anadolu University, Eskişehir.
  • Yantır, N. (2011). Examination of primary school 6th grade students' reading comprehension skills. Unpublished master’s thesis, Atatürk University, Erzurum.
  • Yıldız, M. & Akyol, H. (2011). The relationship between primary school 5th grade students' reading comprehension, reading motivation and reading habits. Journal of Gazi University Gazi Education Faculty, 31(3), 793-815.
  • Yıldız, Z. (2014). The effect of problem posing studies in mathematics on problem posing skills and metacognitive awareness levels of pre-service teachers. Unpublished doctoral dissertation, Marmara University, İstanbul.
  • Zehir, K. (2013). Examining the problem posing skills of elementary mathematics teacher candidates for fraction operations. Unpublished doctoral dissertation, Atatürk University, Erzurum.
There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Hülya Altun 0000-0003-0168-9199

Melis Yeşilpınar Uyar 0000-0003-2477-7773

Publication Date April 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 2

Cite

APA Altun, H., & Yeşilpınar Uyar, M. (2023). The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 335-345. https://doi.org/10.34056/aujef.1233883
AMA Altun H, Yeşilpınar Uyar M. The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. April 2023;7(2):335-345. doi:10.34056/aujef.1233883
Chicago Altun, Hülya, and Melis Yeşilpınar Uyar. “The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7, no. 2 (April 2023): 335-45. https://doi.org/10.34056/aujef.1233883.
EndNote Altun H, Yeşilpınar Uyar M (April 1, 2023) The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7 2 335–345.
IEEE H. Altun and M. Yeşilpınar Uyar, “The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 2, pp. 335–345, 2023, doi: 10.34056/aujef.1233883.
ISNAD Altun, Hülya - Yeşilpınar Uyar, Melis. “The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7/2 (April 2023), 335-345. https://doi.org/10.34056/aujef.1233883.
JAMA Altun H, Yeşilpınar Uyar M. The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7:335–345.
MLA Altun, Hülya and Melis Yeşilpınar Uyar. “The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 7, no. 2, 2023, pp. 335-4, doi:10.34056/aujef.1233883.
Vancouver Altun H, Yeşilpınar Uyar M. The Prediction Level of Metacognitive Awareness of Reading Strategies on Problem Posing Skill. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2023;7(2):335-4.

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Cognitive and Metacognitive Strategies in Problem-Posing Tasks in the Context of Science
International e-Journal of Educational Studies
https://doi.org/10.31458/iejes.1345989

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