Meta-cognition-Driven Problem Solving in Physics Education
Keywords:
Meta-cognition, Problem Solving, Physics Education, Reflective Thinking, Critical ThinkingAbstract
Background: Meta-cognition, introduced by John H. Flavell, involves awareness and regulation of cognitive processes. In physics education, it plays a critical role in improving problem-solving skills through strategies like planning, monitoring, and evaluation.
Purpose: This study examines how meta-cognitive strategies enhance problem-solving skills in physics, exploring their impact on fostering critical thinking and reflective learning.
Methods: The research synthesizes literature and educational practices, analyzing targeted interventions to improve meta-cognitive awareness. Steps of problem-solving include understanding the problem, recalling knowledge, planning, monitoring, and evaluating.
Results: Findings indicate that meta-cognitive strategies enhance students’ ability to tackle complex physics problems,fostering self-regulation and critical thinking.
Conclusions: The integration of meta-cognitive strategies in physics classrooms empowers students to achieve effective and meaningful learning outcomes. Educators are encouraged to adopt these strategies to promote reflective and critical learning.
References
A. Koriat, Metacognition research: An interim report,” Cambridge University Press, pp. 261–286, 2002. https://doi.org/10.1017/cbo9780511489976.012
J. H. Flavell, “Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry,” Am. Psychol., vol. 34, pp. 906–911, 1979.https://doi.org/10.1037/0003-066X.34.10.906
N. H. Schwartz et al., “Metacognition: A closed loop model of biased competition,” Springer Nature, pp. 79–94, 2013. https://doi.org/10.1007/978-1-44195546-3_6
M. A. Dirkes, “Metacognition: Students in charge of their thinking,” Routledge, vol. 8(2), pp. 96–100, 1985.
https://doi.org/10.1080/02783198509552944
N. E. Taylor, “Metacognitive ability: A curriculum priority,” Taylor & Francis, vol. 4(3), pp. 269–278,
https://doi.org/10.1080/0270271830040308
D. L. Kamsinah, A. Abdullah, and S. Suryajaya, “Analysis of Critical Thinking Skills in Junior High School Students,” JAEP, vol. 4, no. 6, pp. 234–237, 2020. https://doi.org/10.36348/jaep.2020.v04i06.002
W. J.Solving,”Gnagey, Taylor “Creative & Francis, Problem2012.https://doi.org/10.1080/00193089.1961.10534183
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles in the Graduate Journal of Interdisciplinary Research, Reports and Reviews (Grad. J. InteR3) by Vyom Hans Publications are published and licensed under a Creative Commons Attribution- CC-BY 4.0 International License.
