Özel Yetenekli Öğrencilerin Matematik Öğretimi Sürecinde Üstbilişsel Bilgi ve Becerilerinin İncelenmesi

Abstract

Gifted students can choose the most appropriate strategy, organize environmental factors to achieve their goals. And these students can check whether they have achieved their goals at the end of the learning process. These characteristics are associated with the concept of metacognition. Students who have high level of metacognition skills, use different strategies in their learning processes. They control the process by deciding which strategy will be appropriate in which situation. The aim of this study is to examine the development of metacognitive processes of gifted students by teaching metacognition in the subject of complex numbers. The method of the study is case study. The study group consists of 3 gifted students studying at BILSEM. In this study,12 week application process was carried out by one of the researchers. In the study, metacognitive knowledge and skills of gifted students were examined with activities related to complex numbers. The examination of the development of metacognitive knowledge and skill levels of gifted students was carried out with interview questions after the activities. The data were evaluated based on the analysis framework created by using the studies on metacognition. Students’ conditional knowledge sub-component was obseerved as the lowest level of knowledge of cognition components. It was observed that the levels of sub-components for the regulation of cognition component were higher than planning. A longer application for metacognition teaching to provide the possibility of showing the sequence of metacognitive activities.