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ERIC Number: EJ824373
Record Type: Journal
Publication Date: 2003-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0256-2928
Metacognitive Factors in Scientific Problem-Solving Strategies
Rozencwajg, Paulette
European Journal of Psychology of Education, v18 n3 p281-294 Sep 2003
The aim of this study on 42 seventh graders (ages 12-13) was to determine whether and to what extent students' metacognitive level is inked to their conceptualization and performance in problem solving at school, especially science problems. This hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two indexes were devised for the study: an index of metaknowledge about classroom learning, and an index of metacognitive monitoring in elation to task difficulty on a non-academic problem. These two indexes were related to the students' intelligence test scores and solving strategies on electricity problems. The results showed that (1) the metaknowledge level was more closely tied to crystallized intelligence (Gc), and (2) metacognitive monitoring was more closely associated with fluid intelligence (Gf). Moreover, both metacognitive indexes were strongly inked to scientific problem-solving strategies (correlations around 0.50). (Contains 6 tables and 4 notes.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A