Metacognitive Skills and Problem-Solving

Pınar Güner, Hatice Nur Erbay

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Abstract


The purpose of this study is to investigate the metacognitive strategies that middle school students used in the process of solving problems individually. The study group consisted of 37 middle school students in the eighth grade. The students were asked one non-routine word problem, and their written answers were collected. After solving the problem, the students filled out a self-monitoring questionnaire that requested them to reflect retrospectively on the metacognitive strategies they employed for the problem. In order to obtain detailed data, semi-structured interviews were conducted with six students, three of whom gave correct responses and the other three gave wrong answers to the problem. The data was analyzed through the model of metacognitive activity during problem-solving. The results showed that metacognitive skills have a significant effect on students’ problem-solving success. The study found that students with high metacognitive skills tend to solve the problem correctly by using appropriate strategies, mathematical notations and logical reasons. The results also revealed that students with poor metacognitive skills have difficulties in understanding the problem, selecting appropriate strategies, and finding correct answer. Although the students thought the opposite, it was concluded that their habits of checking, detecting, and correcting mistakes in their solutions were poor. 


Keywords


Problem solving, Metacognitive strategies, Middle school students

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References


Güner, P. & Erbay, H. N. (2021). Metacognitive skills and problem-solving. International Journal of Research in Education and Science (IJRES), 7(3), 715-734. https://doi.org/10.46328/ijres.1594




DOI: https://doi.org/10.46328/ijres.1594

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Copyright (c) 2021 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)