TY - JOUR T1 - Examination of Students’ Metacognitive Awareness and Their Physical Problem Solving Strategies AU - Dulger, Zeynep AU - Ogan-bekiroglu, Feral PY - 2018 DA - August JF - The Eurasia Proceedings of Educational and Social Sciences JO - EPESS PB - ISRES Publishing WT - DergiPark SN - 2587-1730 SP - 59 EP - 63 VL - 9 LA - en AB - Although studies suggestthat metacognitive strategy instruction can promote increased problem solvingin the classroom, little evidence has been collected that directly probes therole of metacognition in problem solving. This study examined high schoolstudents’ metacognition and physical problem solving skills and looked for arelationship between the two. A correlational research design was carried outfor this research. Participants of the study were eleventh graders studying inan urban all-boys school. The Metacognition Awareness Inventory was administeredto determine the students’ metacognition. Physical Problem Solving AssessmentInventory was used to assess the participants’ problem solving strategies.Results showed that the students’ metacognitive awareness level was close tohigh. Their knowledge about cognition was higher than their regulation ofcognition. Additionally, the students’ physical problem solving strategies werelittle. Results also presented that the more metacognitive awareness thestudents had the more knowledge of reading they had. Pearson correlationcoefficient analyses indicated a significant medium level positive relationshipbetween the students’ metacognitive awareness and their physical problemsolving strategies. KW - Metacognitive awareness KW - Physical problem solving KW - High school students CR - Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7(1), 39-47. Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd. Ed.): Pearson Education, pp. 640. Delclos, V. R., & Harrington, C. (1991). Effects of strategy monitoring and proactive instruction on children’s problem-solving performance. Journal of Educational Psychology, 83(1), 35–42. Desoete A., Roeyers H., & Buysse A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34(4), 435. Eric, C. C. M., & Mansoor, N. (2007). Metacognitive behaviors of primary 6 students in mathematical problem solv-ing in a problem-based learning setting. Lorenzo, M. (2005). The development, implementation and evaluation of a problem solving heuristic. International Journal of Science and Mathematics Education. 3, 33-58. Livingston, J. A. (2003). Metacognition: An overview. ERIC Document No Ed 474273. Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem-solving. Instructional Science, 26, 49. Meijer, J., Veenman, M. V. J., & Van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in tekst-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12(3), 209–237. Montague, M. (1992). The Effect of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities. Journal of Learning Disabilities, 25(4), 230-248. Sandi-Urena, S., Cooper, M., & Stevens, R. (2012). Effect of cooperative problem-based lab instruction on metacognition and problem-solving skills. Journal of Chemical Education, 89(6), 700–706. Schraw, G., & Dennison R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Sperling, R. A., Howard, B. C., Miller, L. A. & Murphy, C. (2002). Measures of Children’s Knowledge and Regulation of Cognition. Contemporary Educational Psychology 27, 51–79. Swanson, H. L. (1990). Influence of Metacognitive knowledge and aptitude on problem solving. Journal of Educa-tional Psychology, 82(2), 306–314. UR - https://dergipark.org.tr/en/pub/epess/issue//454485 L1 - https://dergipark.org.tr/en/download/article-file/525623 ER -