Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2007
Öğrenci: UTKUN AYDIN
Danışman: BEHİYE UBUZ
Özet:The purpose of this study is twofold: (1) to examine the effects of knowledge on cognition and regulation of cognition on declarative knowledge, conditional knowledge, and procedural knowledge in geometry and (2) to examine the interrelationships among declarative knowledge, conditional knowledge, and procedural knowledge in geometry. The reciprocal relationships between metacognitive and knowledge factors were modeled by using data from tenth grade secondary school students. Structural equation modeling was used to test the hypothesized relationships of two metacognitive factors (knowledge of cognition, regulation of cognition) and three knowledge factors (declarative knowledge, conditional knowledge, procedural knowledge). The observed variables representing the latent variables were determined by carrying out exploratory factor analysis and confirmatory factor analysis for the metacognitive awareness inventory and geometry knowledge test separately. Major findings revealed: (1) Declarative knowledge significantly and positively influences conditional and procedural knowledge; (2) Procedural knowledge has a signitificant and positive direct effect on conditional knowledge; (3) Declarative knowledge has a positive indirect effect on conditional knowledge; (4) Knowledge of cognition significantly and positively influences procedural knowledge; (5) Regulation of cognition has a significant but negative direct effect on procedural knowledge; (6) Knowledge of cognition has positive indirect effects on conditional and procedural knowledge; (7) Regulation of cognition has negative indirect effects on conditional and procedural knowledge; (8) Knowledge of cognition and regulation of cognition have non-significant direct effect on declarative and conditional knowledge. The results showed that knowledge of cognition has the strongest direct effect on procedural knowledge and the direct effect of declarative knowledge on conditional knowledge is stronger than on procedural knowledge. In view of the findings considerable suggestions is provided for teachers, instructional designers, and mathematics education researchers.