Examination of the Relationship between Metacognitive Awareness and Problem Solving Strategies

Zeynep Dulger, Feral Ogan-Bekiroglu

195 48

Abstract


In order to effectively learn physics, students need to be actively involved in problem solving. The purpose of this study was to evaluate the relationship between students’ metacognitive awareness and their problem solving strategies in physics. Conceptual framework was based on Polya’s problem solving strategies and Shraw and Dennison’s metacognitive awareness theory. Correlational design including both quantitative and qualitative data collection methods was carried out for this research. The participants of the research consisted of 30 high school students. Data were collected by using Metacognitive Awareness Inventory and Physics Problem Solving Assessment. The first conclusion drawn from this research is that high school students have high metacognitive awareness. Second, students are not very good at in physics problem solving strategies. Third, metacognitive awareness can have impact on problem solving strategies in physics. Fourth, looking back-reflection stage is the problem solving strategy that is affected by the dimensions of metacognitive awareness most. Finally, procedural knowledge and monitoring dimensions of metacognitive awareness have critical roles in physics problem solving strategies. Reflection of metacognitive awareness to problem solving strategies and especially using procedural knowledge and monitoring during problem solving are important strategies that need to be emphasized and encouraged in teaching and learning science.  


Keywords


Metacognitive awareness, Problem solving strategies, Physics

Full Text:

PDF

References


Dulger, Z. & Ogan-Bekiroglu, F. (2024). Examination of the relationship between metacognitive awareness and problem solving strategies. International Journal of Research in Education and Science (IJRES), 10(3), 595-611. https://doi.org/10.46328/ijres.3454




DOI: https://doi.org/10.46328/ijres.3454

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 International Journal of Research in Education and Science

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstracting/Indexing

 

 

     

     

       

  

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.

 

ISSN: 2148-9955 (Online)