Türkçe Ders Kitaplarındaki Bilişsel ve Üstbilişsel İşlevler Üzerine Bir Değerlendirme

Abstract

The aim of this study is to determine the cognitive and metacognitive functions of the Turkish textbooks and to reveal the teachers' perception of these functions. The research has been prepared with a multi-case pattern intertwined from qualitative research designs. The data collection tools used in the study were standardized open-ended interview questions, cognitive and metacognitive functions criterion and document analysis prepared with expert opinion. The data obtained from the research were categorized and explained by content analysis. As a result of the study, it was found that cognitive and metacognitive functions in Turkish textbooks did not show a homogeneous distribution. The activities in the textbooks were examples in which the gains were transformed into activities. Metacognitive functions have been result-oriented assessment tools in textbooks, and text or text-based activities have not been included in textbooks in a way to improve these functions. It was revealed that the teachers adopted an intuitive teaching method about cognitive and metacognitive functions, and they did not evaluate the texts and the activities related to the text in terms of these functions.