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Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği

Yıl 2023, Cilt: 23 Sayı: 3, 1319 - 1339, 24.09.2023

Halil Coşkun Çelik

https://doi.org/10.17240/aibuefd.2023..-1187853

Öz

: Bu çalışmanın amacı, öğretmen adaylarının lisans düzeyinde bir istatistik dersindeki üstbiliş öğrenme stratejileri, istatistik kaygısı ve başarıları arasındaki ilişkiyi incelemektir. İlişkisel tarama modelinde tasarlanan çalışma, istatistik dersi alan 112 matematik öğretmeni adayı üzerinde yürütülmüştür. Veriler Bilişötesi Öğrenme Stratejileri Ölçeği, İstatistik Kaygı Ölçeği yoluyla toplanmıştır. Başarı ölçütü olarak, öğretmen adaylarının dönem sonu istatistik başarı notları alınmıştır. Verilerin analizinde, değişkenler arasındaki ilişkinin belirlenmesi için Pearson Momentler Çarpımı Korelâsyon Katsayısı, istatistik kaygısı ve başarının üstbiliş stratejilerini yordama gücünü ortaya koymak amacıyla Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda istatistik kaygısını oluşturan iki alt faktör (yorumlama kaygısı ve yardım isteme kaygısı) ile üstbiliş öğrenme stratejileri arasındaki korelasyon negatif yönde düşük düzeyde, başarı ve üstbiliş öğrenme stratejileri arasında ki korelasyon pozitif yönde düşük düzeyde anlamlı bulunmuştur. Ayrıca istatistik kaygısını oluşturan tüm alt faktörler (sınav, yorumlama ve yardım isteme kaygısı) ile birlikte başarının, üstbiliş öğrenme stratejilerindeki değişimin yaklaşık %26’sını açıkladığı sonucuna ulaşılmıştır. Sadece sınav kaygısı, yorumlama kaygısı ve başarı üstbiliş öğrenme stratejileri üzerinde anlamlı bir yordayıcıdır. Araştırmanın sonuçları; öğretmen adaylarının istatistik kaygısı ve başarısı üzerinde etkili bir bileşen olan üstbiliş öğrenme stratejilerinin önemini keşfetme ihtiyacına işaret etmektedir. Kaygı, başarı ve üstbiliş stratejileri arasında ki korelasyonlar, daha ayrıntılı çalışmaların yapılması ihtiyacının olduğunu göstermektedir.

Anahtar Kelimeler

Bilişsel stratejiler İstatistik Başarısı İstatistik Kaygısı Öğrenme stratejileri Üstbiliş.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Teşekkürler

Kaynakça

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  • Altun, M., Kaleli-Yılmaz, G., Demir, B., & Sert-Çelik, H. (2022). Statistical anxiety and metacognitive awareness levels of graduate students studying in mathematics education program. European Journal of Education Studies, 9(1), 44-70. http://dx.doi.org/10.46827/ejes.v9i1.4088
  • Anderson, T. L. (2007). The impact of locus of control reinforcements and metacognition on mathematics achievement of undergraduate students [Doctoral dissertation, Texas Southern University]. ProQuest Dissertations Publishing.
  • Baker, L. (1994). Fostering metacognitive development. In Hayne W. Reese, (Edt.). Advances in child development and behavior (pp. 201-239). Academic Press, Inc, California. https://doi.org/10.1016/S0065-2407(08)60045-2
  • Baloğlu, M., & Zelhart, P.F. (2003). Statistical anxiety: A detailed review of the literature. Psychology and Education, 40(2), 27–37.
  • Baloğlu, M., Koçak, R., & Zelhart, P. F. (2007). The relationship between statistics anxiety and attitudes toward statistics. Ankara University Journal of Faculty of Educational Sciences, 40(2), 23-39. https://doi.org/10.1501/Egifak_0000000179
  • Başara-Baydilek, N., Altay, B., & Saracaloğlu, A. S. (2018). Determination of the variables that predict the metacognitive learning strategies of the students of the preschool, guidance and psychological counseling, and art programs. Kastamonu Education Journal, 26(3), 707-720. https://doi.org/10.24106/kefdergi.413317
  • Batanero, C., Burrill, G., & Reading, C. (2011). Teaching statistics in school mathematics-challenges for teaching and teacher education. A Joint ICMI/IASE Study: The 18th ICMI Study, 26-30 June 2011, Recife, Brazil (pp. 147-293). Springer. https://doi.org/10.1007/978-94-007-1131-0
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  • Baykara-Özaydınlık, K. (2018). Öğretmen adaylarının üstbilişsel öğrenme stratejileri ve öğretmen yeterlik algıları üzerine karşılaştırmalı bir inceleme. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 125-143. http://dx.doi.org/10.16986/HUJE.2017028409
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Relationship between Metacognitive Learning Strategies, Statistics Anxiety and Achievement: An Example of Undergraduate Statistics Course

Yıl 2023, Cilt: 23 Sayı: 3, 1319 - 1339, 24.09.2023

Halil Coşkun Çelik

https://doi.org/10.17240/aibuefd.2023..-1187853

Öz

The aim of this study was to investigate the relationship between metacognitive learning strategies, statistics anxiety and success of pre-service teachers in an undergraduate statistics course. The study, which was designed in the correlational survey model, was carried out on 112 pre-service mathematics teachers who took statistics courses. Metacognitive Learning Strategies Scale and Statistical Anxiety Scale were used to collect the data. The achievement measure was the average of the Statistics end-of-term exams scores. For data analysis, Pearson Product-Moments Correlation Coefficient was used to determine the relationship between the variables and Multiple Linear Regression Analysis was used to study the predictor variables. As a result, the correlation between the two sub-factors of statistics anxiety (interpretation anxiety and asking for help anxiety) and metacognitive learning strategies was found to be low in the negative direction, and the correlation between success and metacognitive learning strategies was found to be low in the positive direction. In addition, it was concluded that together with all the sub-factors (test anxiety, interpretation anxiety and asking for help anxiety) that make up the statistics anxiety, success explains about 26% of the change in metacognitive learning strategies. Only test anxiety, interpretation anxiety and success are significant predictors of metacognitive learning strategies. The results of the study point to the need to explore the importance of metacognitive learning strategies, which are an effective component on pre-service teachers' statistics anxiety and success. The correlations between anxiety, success and metacognitive strategies indicate the need for more detailed studies.

Anahtar Kelimeler

Cognitive Strategies Statistics Achievement Statistics Anxiety Learning Strategies Metacognition.

Proje Numarası

Yok

Kaynakça

  • Abu-Bakar, M. A., & İsmail, N. (2020). Metacognitive learning strategies in mathematics classroom intervention: A review of implementation and operational design aspect. International Journal of Mathematics Electronic, 15(1), 1-9. https://doi.org/10.29333/iejme/5937
  • Altun, M., Kaleli-Yılmaz, G., Demir, B., & Sert-Çelik, H. (2022). Statistical anxiety and metacognitive awareness levels of graduate students studying in mathematics education program. European Journal of Education Studies, 9(1), 44-70. http://dx.doi.org/10.46827/ejes.v9i1.4088
  • Anderson, T. L. (2007). The impact of locus of control reinforcements and metacognition on mathematics achievement of undergraduate students [Doctoral dissertation, Texas Southern University]. ProQuest Dissertations Publishing.
  • Baker, L. (1994). Fostering metacognitive development. In Hayne W. Reese, (Edt.). Advances in child development and behavior (pp. 201-239). Academic Press, Inc, California. https://doi.org/10.1016/S0065-2407(08)60045-2
  • Baloğlu, M., & Zelhart, P.F. (2003). Statistical anxiety: A detailed review of the literature. Psychology and Education, 40(2), 27–37.
  • Baloğlu, M., Koçak, R., & Zelhart, P. F. (2007). The relationship between statistics anxiety and attitudes toward statistics. Ankara University Journal of Faculty of Educational Sciences, 40(2), 23-39. https://doi.org/10.1501/Egifak_0000000179
  • Başara-Baydilek, N., Altay, B., & Saracaloğlu, A. S. (2018). Determination of the variables that predict the metacognitive learning strategies of the students of the preschool, guidance and psychological counseling, and art programs. Kastamonu Education Journal, 26(3), 707-720. https://doi.org/10.24106/kefdergi.413317
  • Batanero, C., Burrill, G., & Reading, C. (2011). Teaching statistics in school mathematics-challenges for teaching and teacher education. A Joint ICMI/IASE Study: The 18th ICMI Study, 26-30 June 2011, Recife, Brazil (pp. 147-293). Springer. https://doi.org/10.1007/978-94-007-1131-0
  • Baykara, K. (2011). Öğretmen adaylarının bilişüstü öğrenme stratejileri ile öğretmen yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 80-92.
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  • Durak, İ., & Karagöz, Y. (2021). Adaptation of statistics anxiety scale to Turkish: Validity and reliability study. International Journal of Assessment Tools in Education, 8(3), 667–683. https://doi.org/10.21449/ijate.863225 Ekenel, E. (2005). Matematik dersi başarısı ile bilişötesi öğrenme stratejileri ve sınav kaygısının ilişkisi [Yüksek lisans tezi]. Anadolu Üniversitesi.
  • Finney, S. J., & Schraw, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161-186. https://doi.org/10.1016/S0361-476X(02)00015-2
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
  • Fooladvand, M., Yarmohammadian, M. H. & Zirakbash, A. (2017). The effect of cognitive and metacognitive strategies in academic achievement: A systematic review. New Trends and Issues Proceedings on Humanities and Social Sciences. 3(1), 313-322. http://dx.doi.org/10.18844/gjhss.v3i1.1780
  • Ghani, F. H. A., & Maat, S. M. (2018). Anxiety and achievement in Statistics: A systematic review on quantitative studies. Creative Education, 9, 2280-2290. https://doi.org/10.4236/ce.2018.914168
  • Gu, P. Y. (2012). Learning strategies: Prototypical core and dimensions of variation. Studies in Self-Access Learning Journal, 3(4), 1-22. http://dx.doi.org/10.37237/030402
  • Gul, F., & Shehzad, S. (2012). Relationship between metacognition, goal orientation and academic achievement. Procedia-Social and Behavioral Sciences, 47, 2012, 1864-1868. https://doi.org/10.1016/j.sbspro.2012.06.914
  • Hıdıroğlu, Ç. N. (2018). Üstbiliş kavrama ve problem çözme sürecinde üstbilişin rolüne eleştirel bakış. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 32, 87-103. https://doi.org/10.30794/pausbed.424862 İşgör, İ. Y. (2016). Metacognitive skills, academic success and exam anxiety as the predictors of psychological well-being. Journal of Education and Training Studies, 4(9), 35-42. https://doi.org/10.11114/jets.v4i9.1607
  • Jan, S. U., Hussain, A., Ibrahim, M., & Ullah, S. (2020). Linking students’ anxiety and their academic achievements in the subject of Statistics at MS-library and information sciences level in Pakistan. Library Philosophy and Practice (e-journal), 4662. https://digitalcommons.unl.edu/libphilprac/4662
  • Kaçar, M., & Sarıçam, H. (2015). Sınıf öğretmen adaylarının üstbiliş farkındalıkları ile matematik kaygı düzeyleri üzerine bir çalışma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5(2), 137-152
  • Kallay, E. (2012). Learning strategies and metacognitive awareness as predictors of academic achievement in a sample of Romanian second-year students. Cognition, Brain, Behavior. An Interdisciplinary Journal, 16(3), 369-385.
  • Kane, S., Lear, M., & Dube, C. M. (2014). Reflections on the role of metacognition in student reading and learning at higher education level. Africa Education Review, 11(4), 512-525. https://doi.org/10.1080/18146627.2014.935001
  • Kara, H. (2019). 7. sınıf öğrencilerinin öz düzenleme stratejileri ve motivasyonel inançları ile matematik kaygıları arasındaki ilişkinin incelenmesi [Yüksek lisans tezi]. Kırıkkale Üniversitesi.
  • Kawsar, L., Zahan, F. N., & Islam, M. (2019). Relationships among statistics anxiety, depression and academic performance. Paper Presented at the 7th International Conference on Data Science & SDGs, Challenges, Opportunities and Realities, 18-19 December, 2019, University of Rajshahi.
  • Kesici, S., Erdoğan, A., & Özteke, H. İ. (2011). Are the dimensions of metacognitive awareness differing in prediction of mathematics and geometry achievement? Procedia - Social and Behavioral Sciences, 15, 2658-2662. https://doi.org/10.1016/j.sbspro.2011.04.165
  • Khasawneh, E., Gosling, C., & Williams, B. (2021). What impact does maths anxiety have on university students? BMC Psychol, 9(1), 37. https://doi.org/10.1186/s40359-021-00537-2
  • Kirk, R. E. (2002). Teaching introductory statistics: Some things I have learned. Paper presented at the Annual Conference of the American Psychological Association (110th, Chicago, IL, August 22-25, 2002). ERIC Document Reproduction Service No. ED 473 611.
  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281–310. https://doi.org/10.3102/00028312040001281
  • Kyriakides, L., Anthimou, M., & Panayiotou, A. (2020). Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation, 64(2020), 1-14. https://doi.org/10.1016/j.stueduc.2019.100810
  • Küçük-Özcan, Z. Ç. (2000). Teaching metacognitive strategies to 6th grade students [Master thesis]. Bogaziçi University.
  • Lindsay, P. C. (2010). Assessing the relationships among goal orientation, test anxiety, self-efficacy, metacognition, and academic performance [Master thesis, Northern Illinois University]. ProQuest Dissertations Publishing.
  • Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research. From theory to practice. John Wiley & Sons.
  • Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics anxiety, state anxiety during an examination, and academic achievement. British Journal of Educational Psychology, 83, 535–549. https://doi.org/10.1111/j.2044-8279.2012.02081.x
  • Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2011). Statistics anxiety, trait anxiety, learning behaviour and academic performance. European Journal of Psychology of Education, 27, 483-498. https://doi.org/10.1007/s10212-011-0090-5
  • Magaji, Z. B. & Umar, R. T. (2016). Effect of metacognitive learning strategy on academic achievement of business education students at Ahmadu Bello University, Zaria. ATBU Journal of Science, Technology & Education (JOSTE), 4(2), 28-36. Retrieved from https://www.atbuftejoste.com/index.php/joste/article/view/220/pdf_153
  • Mert, M., & Baş, F. (2019). Ortaokul öğrencilerinin matematiğe yönelik kaygı, üstbilişsel farkındalık düzeyleri ve ilgili değişkenlerin matematik başarılarındaki etkisi. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 10(3), 732-756.
  • Mohammadi, Y., Kazemi, S., Tahan, H., & Lalozaee, S. (2017). Relationship between metacognitive learning strategies, goal orientation, and test anxiety among students at Birjand University of Medical Sciences. Journal of Medical Education, 16(1), 44-50. https://dx.doi.org/10.22037/jme.v16i1.15658
  • Mulendema, P., Ndhlovu, Z., & Mulenga, H. (2016). Perceptions and attitudes of student teachers and their cognitive-metacognitive awareness in mathematics in colleges of education in Zambia. Journal of Education and Practice, 7(27), 15-25.
  • Namlu, A. (2004). Bilişötesi öğrenme stratejileri ölçme aracının geliştirilmesi: Geçerlilik ve güvenirlik çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 4(2), 123-136.
  • Ocak, G., & Yamaç, A. (2013). İlköğretim beşinci sınıf öğrencilerinin öz-düzenleyici öğrenme stratejileri, motivasyonel inançları, matematiğe yönelik tutum ve başarıları arasındaki ilişkilerin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 369-387.
  • Onwuegbuzie, A. J. (2004). Academic procrastination and statistics anxiety. Assessment & Evaluation in Higher Education, 29, 3-19. http://dx.doi.org/10.1080/0260293042000160384
  • Onwuegbuzie, A. J., DaRos, D., & Ryan, J. (1997). The components of statistics anxiety: A phenomenological study. Focus on Learning Problems in Mathematics, 19(4), 11–35.
  • Onwuegbuzie, A. J., & Seaman, M. (1995). The effect of time and anxiety on statistics achievement. Journal of Experimental Psychology, 63, 115–124.
  • Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics anxiety: Nature, etiology, antecedents, effects, and treatments: A comprehensive review of the literature. Teaching in Higher Education, 8(2), 195-209. https://doi.org/10.1080/1356251032000052447
  • Özturan-Sağırlı, M., Baş, F., & Bekdemir, M. (2020). Eğitim fakültesi öğrencilerinin akademik başarıları, bölümleri, sınıf düzeyleri ve üstbilişsel farkındalık düzeyleri arasındaki ilişkiler. Bayburt Eğitim Fakültesi Dergisi, 15(29), 1-22. https://doi.org/10.35675/befdergi.464806
  • Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics anxiety and statistics anxiety. Shared but also unshared components and antagonistic contributions to performance in statistics. Frontiers in Psycholy, 8, 1–13. https://doi.org/10.3389/fpsyg.2017.01196
  • Pan, W., & Tang, M. (2005). Students' perceptions on factors of statistics anxiety and instructional strategies. Journal of Instructional Psychology, 32(3), 205 - 214.
  • Papaleontiou-Louca, E. (2019). Do children know what they know? Metacognitive awareness in preschool children. New Ideas in Psychology, 54(2019), 56-62. https://doi.org/10.1016/j.newideapsych.2019.01.005
  • Pennequin, V., Sorel, O., Nanty, I., & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems. Thinking & Reasoning, 16(3), 198–220. https://doi.org/10.1016/j.newideapsych.2019.01.005
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Pretorius, T. B., & Norman, A. M. (1992). Psychometric data on the Statistics Anxiety Scale for a sample of South African students. Educational and Psychological Measurements, 52, 933-937.
  • Sahranç, Ü. (2019). Temel öğrenme ortamları: Aile okul sınıf. İ. Yıldırım (Edt.). Eğitim psikolojisi içinde (s. 333-359). Anı Yayıncılık.
  • Sandoz, E. K., Butcher, G., & Protti, T. A. (2017). A preliminary examination of willingness and importance as moderators of the relationship between statistics anxiety and performance. Journal of Contextual Behavioral Science, 6, 47-52. https://doi.org/10.1016/j.jcbs.2017.02.002
  • Savaşan, İ. (2019). Öğrencilerin sınav kaygısı ile olumsuz üst biliş düzeyleri arasındaki ilişkinin incelenmesi [Yüksek lisans tezi]. Çağ Üniversitesi.
  • Schneider, W. R. (2011). The relationship between statistics self-efficacy, statistics anxiety, and performance in an introductory graduate statistics course [Doctorate thesis, University of South Florida]. ProQuest Dissertations Publishing.
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1/2), 113-125. Shokrpour, N., Zareii, E., Zahedi, S., & Rafatbakhsh, M. (2011). The impact of cognitive and meta-cognitive strategies on test anxiety and students' educational performance. European Journal of Social Sciences, 21(1), 177-188.
  • Silaj, K. M., Schwartz, S.T., Siegel, A.L.M. & Castel, A.D. (2021). Test anxiety and metacognitive performance in the classroom. Educational Psychology Review, 33, 1809–1834. https://doi.org/10.1007/s10648-021-09598-6
  • Spada, M. M., Nikcevic, A. V., Moneta, G. B., & Ireson, J. (2006). Metacognition as a mediator of the effect of test anxiety on a surface approach to studying. Educational Psychology, 26(5), 615–624. https://doi.org/10.1080/01443410500390673
  • Sperling, R., Howard, B. C., Staley, R., & Du Bois, N. (2004). Metacognition and self-regulated learning constructs. Educational Research and Evaluation, 10(2), 117–139. https://doi.org/10.1076/edre.10.2.117.27905
  • Teong, S. K. (2002). The effect of metacognitive training on mathematical word problem solving, Journal of Computer Assisted Learning, 19(1), 46-55. https://doi.org/10.1046/j.0266-4909.2003.00005.x
  • Uluturk-Akman, S. (2021). Examination of factors affecting test anxiety in statistics courses: A research for university students. EKOIST Journal of Econometrics and Statistics, 34, 13-36. http://dx.doi.org/10.26650/ekoist.2021.34.930217
  • Ünal, M. (2010). The relationship between meta-cognitive learning strategies and academic success of university students (Ahi Evran University Sample). International Online Journal of Educational Sciences, 2(3), 840-864.   Vahedi, S., Farrokhi, F. Ghahramani, F., & Issazadegan, A. (2012). The relationship between procrastination, learning strategies and statistics anxiety among Iranian college students: A canonical correlation analysis. Iran Journal Psychiatry Behavioral Sciences, 6(1). 40-48.
  • Veenman, M. V., Kerseboom, L., & Imthorn, C. (2000). Test anxiety and metacognitive skillfulness: Availability versus production deficiencies. Anxiety, Stress & Coping: An International Journal, 13(4), 391-412. https://doi.org/10.1080/10615800008248343
  • Vigil-Colet, A., Lorenzo-Seva, U., & Condon, L. (2008). Development and validation of the statistical anxiety scale. Psicothema, 20(1), 174-180.
  • Wang, F., On Leung, S., & Jiang, C. (2021). Psychometric properties of cognitive and metacognitive learning strategies scale among Chinese senior secondary school students. Journal of Psychoeducational Assessment, 39(6), 761-771. https://doi.org/10.1177/07342829211011806
  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P.R. Pintrich & Zeidner (Eds.). Handbook of self-regulated learning (pp.728-749). Academic.
  • Yıldızlar, M. (2019). Öğretim ilke ve yöntemleri. Pegem Akademi.
  • Zeidner, M. (1991). Statistics and mathematics anxiety in social science students: Some interesting parallels. British Journal of Educational psychology, 61, 319-328. https://doi.org/10.1111/j.2044-8279.1991.tb00989.x
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğrenme Kuramları, Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Halil Coşkun Çelik 0000-0003-0056-5338

Proje Numarası Yok
Yayımlanma Tarihi 24 Eylül 2023
Gönderilme Tarihi 12 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 23 Sayı: 3

Kaynak Göster

APA Çelik, H. C. (2023). Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 1319-1339. https://doi.org/10.17240/aibuefd.2023..-1187853
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