土耳其数学教育元认知专题论文的描述性内容分析

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH
R. Kandal, F. Baş
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引用次数: 1

摘要

本研究从结构特征(发表年份、研究方法、研究小组、数据收集工具和数据分析技术)和研究主题等方面对以数学教育为主题的元认知研究生论文进行调查。在研究范围内完成研究生论文80篇。描述性分析的结果显示,除了2009年、2014年和2017年,论文的数量一直在增加,而进行的研究数量最多的是在2019年。研究确定一般采用定量研究方法;因此,它侧重于描述性和实验性研究。研究对象多为中学生,多采用问卷/开放式问卷/量表/测试,分析过程多采用t检验、描述性统计和相关检验。此外,本研究主要研究元认知意识、元认知技能/经验和元认知学习/自我调节策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE DESCRIPTIVE CONTENT ANALYSIS OF THESES WITH THE TOPIC OF METACOGNITION PUBLISHED IN TURKEY ON MATHEMATICS EDUCATION
In this research, it was aimed to investigate the graduate theses with metacognition theme on mathematics education according to their structural properties (publication year, method, study group, data collection tools and data analysis technique) and study topics. 80 graduate theses were reached within the scope of the research. At a result of the descriptive analyses, it was noticed that the number of theses has increased until recent years except from 2009, 2014 and 2017 and the highest number of conducted researches were in 2019. It was determined that generally the quantitative research approach was employed in the studies; accordingly, it was focused on descriptive and experimental studies. It was also found that most of the researches were carried with secondary school students, mostly questionnaires/ open-ended questionnaires/ scales/ tests were applied and mostly t-test, descriptive statistics and correlation tests were used in the analyses process. In addition, it was reached to the conclusion that mainly metacognitive awareness, metacognitive skill/experience and metacognitive learning/self-regulation strategies were studies in terms of the study topic.
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