Examination of Students’ Metacognitive Awareness and Their Physical Problem Solving Strategies

Year 2018, Volume: 9 , 59 - 63, 18.08.2018

Zeynep Dulger Feral Ogan-bekiroglu

Abstract

Although studies suggest
that metacognitive strategy instruction can promote increased problem solving
in the classroom, little evidence has been collected that directly probes the
role of metacognition in problem solving. This study examined high school
students’ metacognition and physical problem solving skills and looked for a
relationship between the two. A correlational research design was carried out
for this research. Participants of the study were eleventh graders studying in
an urban all-boys school. The Metacognition Awareness Inventory was administered
to determine the students’ metacognition. Physical Problem Solving Assessment
Inventory was used to assess the participants’ problem solving strategies.
Results showed that the students’ metacognitive awareness level was close to
high. Their knowledge about cognition was higher than their regulation of
cognition. Additionally, the students’ physical problem solving strategies were
little. Results also presented that the more metacognitive awareness the
students had the more knowledge of reading they had. Pearson correlation
coefficient analyses indicated a significant medium level positive relationship
between the students’ metacognitive awareness and their physical problem
solving strategies.

Keywords

Metacognitive awareness, Physical problem solving, High school students

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