Examining of metacognitive knowledge and skills of gifted students with complex numbers activities

Gifted students can organize their own learning environments to achieve their goals and these characteristics are associated with the concept of metacognition. They can make more progress in metacognition than other students when supported by training. The aim of this study is to examine the development of metacognitive processes of gifted students by teaching metacognition in the subject of complex numbers. The study group consists of 3 gifted students studying at BİLSEM. Activities have been prepared for the complex numbers that Geogebra software can also be used. Metacognitive knowledge and skill levels of the students, before and after the application, were determined by metacognition awareness scale. The examination of the development of metacognitive knowledge and skill levels of gifted students was carried out with interview questions after the activities. While the results obtained from the metacognition awareness scale of the students were higher before the application, both the levels of development in the process and the results obtained from the metacognition awareness scale applied were lower at the end of the process. The sub-component scores of the cognitive component of the metacognition were higher than the sub-componenet scores and levels of the cognitive regulation. The highest identified cognitive sub-component was declarative information and cognitive regulation sub-component was the evaluation sub-component. In this study,12 week application process was carried out. A longer application for metacognition teaching, a different subject and students from different age groups can be chosen. In this way, the metacognition levels of the gifted students can be examined.