ARAŞTIRMA SORGULAMAYA DAYALI BİLİM YAZMA ARACI KULLANIMININ ÜSTBİLİŞSEL BİLGİ VE BECERİLERE ETKİSİ

EFFECTS OF IMPLEMENTING INQUIRY BASED APPROACH KNOWN AS THE SCIENCE WRITING HEURISTIC ON METACOGNITIVE AWARENESS AND SKILLS The purpose of this study is to find out the differences between two groups of students regarding metacognitive awareness and skills. The experimental group performed laboratory activities in Science and Technology lessons through science writing heuristics, the control group performed laboratory activities through traditional approach. Science Writing Heuristic (SWH) which is an inquiry based approach was constructed Keys, Hand, Prain and Collins (1999). The sampling of our study was comprised of the students from a primary public school in Yalova. The students were 7th graders in the academic year 2010-2011. A total of 65 students (31 girls and 34 boys) participated in our study. Metacognition Scale which was developed Yildiz, Akpinar, Tatar and Ergin (2009) was used in this study as the instrument. After the implementation there was a significant difference between the experimental and the control groups in favor of the experimental group in terms of metacognitive awareness and skills such as declarative knowledge, procedural knowledge, conditional knowledge, planning and cognitive strategies. However no significant difference was found for metacognitive awareness and skills such as self-control, self assessment and self monitoring. Keywords: Science writing heuristic, inquiry, metacognition OZET Bu calismanin amacini, Fen ve Teknoloji dersinde laboratuar uygulamalarinin bilim yazma aracini temel alan aktivitelerle gerceklestirildigi deney grubunda yer alan ogrenciler ile klasik yaklasimi kullanan kontrol grubunda yer alan ogrenciler arasinda, ustbilissel bilgi ve becerileri acisindan, bir farkliligin olup olmadiginin belirlenmesi olusturmaktadir. Bilim yazma araci Keys, Hand, Prain ve Collins (1999) tarafindan gelistirilmis arastirma-sorgulamaya dayali bir yaklasimidir. Bu arastirmanin calisma grubunu, Yalova ilinde bir devlet ilkogretim okulunda 2010–2011 egitim-ogretim yilinda yedinci sinifta ogrenim goren ogrenciler olusturmustur. Calisma grubu 31 kiz, 34 erkek olmak uzere toplam 65 ogrenciden olusmustur. Bu calismada Yildiz, Akpinar, Tatar ve Ergin (2009) tarafindan gelistirilen Ustbilis Olcegi kullanilmistir. Uygulamanin ardindan deney grubu ile kontrol grubu arasinda, ogrencilerin ustbilissel bilgi ve becerilerinden aciklayici bilgi, yontemsel bilgi, kosulsal bilgi, planlama ve bilissel strateji boyutlarinda deney grubu lehine anlamli bir fark olusmustur. Ancak kendini kontrol etme, kendini degerlendirme ve kendini izleme boyutlarinda deney grubu ile kontrol grubu arasinda herhangi bir fark olusmamistir. Anahtar sozcukler: Bilim yazma araci, arastirma-sorgulama, ustbilis