A new computerized environment introducing a variety of metacognitive support mechanisms (MSMs) in different phases of the problem-solving process was designed to influence students' transfer from solving structured problems (near transfer) to solving open-ended problems (far transfer). Two hundred and thirty one students (aged 13-14 years) were randomly drawn from 14 classes. Each class was randomly assigned to one of four groups, and three groups randomly received MSMs: Group A received MSMs during each problem-solving phase and at the conclusion of the problem-solving process; Group B received MSMs only during each problem-solving phase; Group C received MSMs after the conclusion of the problem-solving process. The fourth Group D did not receive any MSM (control group). Results indicated that the MSMs administered to the experimental groups were significantly effective for the development of near and far transfer on both the product and the process compared to the control group.