Collaborative Metacognitive Activities, Students’ Socially Motivated Metacognitive Experiences, and Stoichiometric Problem-Solving

Abstract

Purpose of the study: This study investigates the effect of collaborative metacognitive activities (CMA) on students’ socially motivated metacognitive experiences (SMME) during stoichiometric problem-solving.
 Methodology: This descriptive research employed mixed methods. To document and analyze students’ CMA, dual coding process, discourse analysis, and social network analyses were used. There were 18 participants selected purposively and grouped homogeneously based on their academic ability.
 Main Findings: The findings revealed that CMA affects students’ SMME quantitatively in stoichiometric problem-solving across ability groups and chemistry tasks. Successful collaboration occurs when feedback requests and other monitoring responses on the assessment of understanding and strategy influences students’ estimates of solution correctness and feeling of satisfaction across ability groups and affects the feeling of difficulty across chemistry tasks.
 Applications of this study: This study will help teachers design student activities that could capitalize on the advantages of collaborative metacognitive activities to help students achieve successful collaboration during problem-solving activities not only in chemistry but also in the allied fields.
 Novelty/Originality of this study: This study explains clearly the relevance of CMA and SMME during stoichiometric problem-solving. Moreover, this study elucidated the mechanism of successful and unsuccessful collaboration used by the different groups of students in solving the algorithmic and conceptual chemistry tasks.

The effect of self-organized learning environments (SOLEs) pedagogy on the different aspects of learners’ metacognitive skills in the Physical Sciences classroom

“…Furthermore, self-awareness and reflection enable the learner to self-correct the mistakes committed during the learning process, which prepares him/her for future learning [ 31 ]. On the other hand, social interaction is implied to be a social interaction that gives learners chances to become aware of their metacognitive methods and decisions during problem-solving, as well as those of their fellow learners [ 32 ]. In addition, cooperation with others aspect of metacognitive skills involves the learners' ability to question the problems and their solution processes, analyze their mistakes, and planning skills [ 33 ].…”