Research Article
Top managers of employees in Higher Vocational Schools Academic Skills Cognitive Control Levels of Awareness Kocaeli University Case Study
Abstract
Govern the level of information to keep up with the global age-cognitive awareness the ability to use URLs in a strategic manner (strategy editing) to have expected. Information and cognitive thinking individuals who control (their state of mind which is capable of reading) sa-cognitive skills the ones who are hip. Metacognitive control, metacognitive processes leading mental processcognitive and metacognitive knowledge is comprised by a strategic manner in order to achieve the objectives and can be explained as the ability to use in planning, monitoring, debugging, hosts and evaluation factors. In this study, the metacognitive awareness of the situation in charge of high schooling examination and cognitive control the size of the upper levels of awareness, genderyet, title, educational level, in terms of expertise and mandate to compare aimed. When analyzing the data collected at the end of the application, the observed that the top of a high level of cognitive control skills
References
- Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms.F. E. Weinert, R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (65–116). Hillsdale,New Jersey: Lawrence Erlbaum Associates.
- Cautinho, S. A. (2007). The relationship between goals, metacognition and academic success. Edu- cate~, 7(1), 39–47.
- Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Ps- ychology,10 (1), 165-172
- Çakıroğlu, A. (2007). Üstbiliş. Türkiye Sosyal Araştırmalar Dergisi, 11(2), 21–27.
- Desoete, A. (2002). EPA2000: Assessing off-line metacognition in mathematical problem solving. Focus on Learning Problems in Mathematics, 6(2), 18-30.
- Desoete, A. & Ozsoy, G. (2009). Metacognition, more than the lognes monster?. International Elect- ronic Journal of Elementary Education, 2(1), 1–6. Desoete, A., & Roeyers, H. (2002). Off-line Metacogni- tion – A Domain-specific Retardation in Young Children with Learning Disabilities. Learning Disability Quarterly. 25, 123–139.
- Desoete, A., Roeyers, H., Buysee, A. (2001). Metacognition and Mathematical Problem Solving in Grade 3. Journal of Learning Disabilities, 34, 435–449.
- Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding, 21–29. Hillsdale,
- Flavell, J. H. (1979). Metacognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologyst, 34, 906–911.Gage,N. L.
- Hacker, D.J. & Dunlosky, J. (2003). Not all metacognition is created equal. New Directions For Teac- hing And Learning, 95, 73–79.
- Kramarski, B., Mavarech, Z. R., & Arami, M. (2002). The Effects of Metacognitive Instruction on Solving Mathematical Authentic Tasks. Educational Studies in Mathematics, 49, 225–250.
- Lucangeli, D. & Cornoldi, C. (1997). Mathematics and metacognition: What is the nature of relati- onship?Mathematical Cognition, 3, 121–139.
- Mahwah, NJ: Erlbaum. Brown, A. L. (1987). “Metacognition, executive control, self-regulation, and other more mysterious mechanisms”. In F. Weinert & R. Kluwe (Eds.), Handbook of Child Psychology: Vol. 3. Cognitive Development (s.263-340). New York:
- Marge, J. J. (2001). The Effect of Metacognitive Strategy Scaffolding on Student Achievement in Sol- ving Complex Math Word Problems. (Doctoral Thesis). Riverside, CA: University of California.
- Mevarech, Z. R. (1999). Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving. The Journal of Educational Research, 92, 195–205.
- Metcalfe, J. (1996). Metacognitive processes. In E.L.Bjork and R.A. Bjork (Eds.). Memory: Handbook of perception and cognition (pp. 383-411). New York: Academic Press
- Nelson, T. O. & Narens, L. (1996). Why Investigate Metacognition? In J. Metcalfe & A. P. Shimamura (Eds.). Metacognition. (pp. 1-25). Cambrige, MA: MIT Press.
- Özsoy, G. (2006). Problem çözme ve üstbiliş. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri, Cilt-II (Ankara- Gazi Üniversitesi- Mayıs, 2006). Ankara: Kök Yayıncılık
- Özsoy, G. (2008). Ustbilis. Turk Eğitim Bilimleri Dergisi, 6(4), 713–740.
- Özsoy, G. (2010) An investigation of relationship between metacognition and mathematics achieve- ment. Asia Pacific Education Review . DOI: 10.1007/s12564-010-9129-6.
- Özsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67–82.
- Özsoy, G., Memiş, A. & Temur, T. (2009). Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education, 2(1), 154–166.
- Özsoy, G., Çakıroğlu, A., Kuruyer, H. G., & Özsoy, S. (2010). Sınıf öğretmeni adaylarının üstbilişsel farkındalık düzeylerinin bazı değişkenler bakımından incelenmesi. Ulusal Sınıf Öğretmenliği Sempoz- yumu, Fırat Üniversitesi, Elazığ, Mayıs 2010.
- Schraw, G., & Dennison, R. S. (1994) Assessing metacognitive awareness. Contemporary Educatio- nal Psychology 19, 460–475.
- Schraw, G. & Moshman, D. (1995). Metacognitive theories. EducationalPsychology Review 7(4), 351–371.
- Schurter, W.A. (2001). Comprehension Monitoring and Polya’s Heuristics as Tools for Problem Sol- ving by Developmental Mathematics Students. (Doctoral Thesis). San Antonio, TX: The University of the Incarnate Word.
- Shimamura, A.P., & Squire, L.R. (1986b). Memory and metamemory: A study of the fee- ling-of-knowing phenomenon is amnesic patients, Journal of Experimental Psychology: Learning, Me- mory, and Cognition, 12, 452-460.
- Tanner, H. & Jones, S. (2000). Becoming a Successful Teacher of Mathematics. London, UK: Rout- ledgeFalmer.
- Yavuz, D. & Memis, A. (2009). Öğretmen adaylarının öz-yeterlik algıları ve Üstbilişsel farkındalık- larının öğretmenlik Mesleğini tercih etme sebebi açısından İncelenmesi. I. Uluslar arası Türkiye Eğitim Araştırmaları Kongresi, 18 Mart Üniversitesi, Çanakkale, Türkiye.
Meslek Yüksek Okullarında Görevli Akademik Yöneticilerin Üst Bilişsel Farkındalık Düzeylerinden Kontrol Becerilerinin İncelenmesi ‘‘Kocaeli Üniversitesi Örneği’’
Abstract
Küresel çağa ayak uydurmada bilgiyi yönetenlerden bilişsel farkındalık düzeylerini stratejik bir şekilde kullanma yeteneğine (strateji düzenleme) sahip olmaları
beklenmektedir. Bilgi ve düşünmelerini bilişsel olarak kontrol eden bireyler (kendi
zihinsel durumunu okuma yeteneğine sahip olan) bilişsel farkındalık becerilerine sahip olan kişilerdir. Üst bilişsel kontrol, üst biliş süreçlerinde başı çeken zihinsel işlemlerden oluşur ve üst bilişsel bilgiyi bilişsel amaçlara ulaşabilmek için stratejik biçimde
kullanabilme yeteneği olarak açıklanabilir ve içinde; planlama, izleme, hata ayıklama
ve değerlendirme faktörlerini barındırır.
Bu araştırmada, MYO’larda görevli yöneticilerin üst bilişsel farkındalık durumlarının incelenmesi ve farkındalık düzeylerinden üst bilişsel kontrol boyutunun, cinsiyet, unvan, eğitim durumu, uzmanlık ve görev tanımı bakımından karşılaştırılması
amaçlanmıştır. Uygulama sonunda toplanan veriler analiz edildiğinde, yöneticilerin
üst bilişsel kontrol becerilerinin yüksek düzeyde olduğu görülmüştür.
Keywords
References
- Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms.F. E. Weinert, R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (65–116). Hillsdale,New Jersey: Lawrence Erlbaum Associates.
- Cautinho, S. A. (2007). The relationship between goals, metacognition and academic success. Edu- cate~, 7(1), 39–47.
- Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Ps- ychology,10 (1), 165-172
- Çakıroğlu, A. (2007). Üstbiliş. Türkiye Sosyal Araştırmalar Dergisi, 11(2), 21–27.
- Desoete, A. (2002). EPA2000: Assessing off-line metacognition in mathematical problem solving. Focus on Learning Problems in Mathematics, 6(2), 18-30.
- Desoete, A. & Ozsoy, G. (2009). Metacognition, more than the lognes monster?. International Elect- ronic Journal of Elementary Education, 2(1), 1–6. Desoete, A., & Roeyers, H. (2002). Off-line Metacogni- tion – A Domain-specific Retardation in Young Children with Learning Disabilities. Learning Disability Quarterly. 25, 123–139.
- Desoete, A., Roeyers, H., Buysee, A. (2001). Metacognition and Mathematical Problem Solving in Grade 3. Journal of Learning Disabilities, 34, 435–449.
- Flavell, J. H. (1987). Speculation about the nature and development of metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding, 21–29. Hillsdale,
- Flavell, J. H. (1979). Metacognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologyst, 34, 906–911.Gage,N. L.
- Hacker, D.J. & Dunlosky, J. (2003). Not all metacognition is created equal. New Directions For Teac- hing And Learning, 95, 73–79.
- Kramarski, B., Mavarech, Z. R., & Arami, M. (2002). The Effects of Metacognitive Instruction on Solving Mathematical Authentic Tasks. Educational Studies in Mathematics, 49, 225–250.
- Lucangeli, D. & Cornoldi, C. (1997). Mathematics and metacognition: What is the nature of relati- onship?Mathematical Cognition, 3, 121–139.
- Mahwah, NJ: Erlbaum. Brown, A. L. (1987). “Metacognition, executive control, self-regulation, and other more mysterious mechanisms”. In F. Weinert & R. Kluwe (Eds.), Handbook of Child Psychology: Vol. 3. Cognitive Development (s.263-340). New York:
- Marge, J. J. (2001). The Effect of Metacognitive Strategy Scaffolding on Student Achievement in Sol- ving Complex Math Word Problems. (Doctoral Thesis). Riverside, CA: University of California.
- Mevarech, Z. R. (1999). Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving. The Journal of Educational Research, 92, 195–205.
- Metcalfe, J. (1996). Metacognitive processes. In E.L.Bjork and R.A. Bjork (Eds.). Memory: Handbook of perception and cognition (pp. 383-411). New York: Academic Press
- Nelson, T. O. & Narens, L. (1996). Why Investigate Metacognition? In J. Metcalfe & A. P. Shimamura (Eds.). Metacognition. (pp. 1-25). Cambrige, MA: MIT Press.
- Özsoy, G. (2006). Problem çözme ve üstbiliş. Ulusal Sınıf Öğretmenliği Kongresi Bildirileri, Cilt-II (Ankara- Gazi Üniversitesi- Mayıs, 2006). Ankara: Kök Yayıncılık
- Özsoy, G. (2008). Ustbilis. Turk Eğitim Bilimleri Dergisi, 6(4), 713–740.
- Özsoy, G. (2010) An investigation of relationship between metacognition and mathematics achieve- ment. Asia Pacific Education Review . DOI: 10.1007/s12564-010-9129-6.
- Özsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67–82.
- Özsoy, G., Memiş, A. & Temur, T. (2009). Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education, 2(1), 154–166.
- Özsoy, G., Çakıroğlu, A., Kuruyer, H. G., & Özsoy, S. (2010). Sınıf öğretmeni adaylarının üstbilişsel farkındalık düzeylerinin bazı değişkenler bakımından incelenmesi. Ulusal Sınıf Öğretmenliği Sempoz- yumu, Fırat Üniversitesi, Elazığ, Mayıs 2010.
- Schraw, G., & Dennison, R. S. (1994) Assessing metacognitive awareness. Contemporary Educatio- nal Psychology 19, 460–475.
- Schraw, G. & Moshman, D. (1995). Metacognitive theories. EducationalPsychology Review 7(4), 351–371.
- Schurter, W.A. (2001). Comprehension Monitoring and Polya’s Heuristics as Tools for Problem Sol- ving by Developmental Mathematics Students. (Doctoral Thesis). San Antonio, TX: The University of the Incarnate Word.
- Shimamura, A.P., & Squire, L.R. (1986b). Memory and metamemory: A study of the fee- ling-of-knowing phenomenon is amnesic patients, Journal of Experimental Psychology: Learning, Me- mory, and Cognition, 12, 452-460.
- Tanner, H. & Jones, S. (2000). Becoming a Successful Teacher of Mathematics. London, UK: Rout- ledgeFalmer.
- Yavuz, D. & Memis, A. (2009). Öğretmen adaylarının öz-yeterlik algıları ve Üstbilişsel farkındalık- larının öğretmenlik Mesleğini tercih etme sebebi açısından İncelenmesi. I. Uluslar arası Türkiye Eğitim Araştırmaları Kongresi, 18 Mart Üniversitesi, Çanakkale, Türkiye.
There are 29 citations in total.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Eğitim ve Toplum Sayı 5 |
| Authors | |
| Publication Date | April 9, 2015 |
| Submission Date | April 9, 2015 |
| Published in Issue | Year 2013 Volume: 2 Issue: 5 |
Eğitim Bilimleri ve Sosyal Bilimler alanında Türkçe makale yayınlamaktadır. Dergi basılı olarak Türkiye ve yurt dışındaki kütüphanelere ulaşmakta, elektronik nüshası ise pek çok index tarafından taranmaktadır.