Investigating the relationship between problem-solving and metacognition among university students entering university education

Abstract

Understanding and solution of science problems, advanced-level mastering of science knowledge and methods cannot take place without this ability. However, research has suggested that in recent years students starting their BSc in science do not possess the necessary level of this skill (Radnóti, 2010). Finding the reasons is a multi-faceted and complex task. This study describes an investigation whose purpose was to explore the interrelationships between problem-solving and metacognition. The investigation involving 156 students entering BSc education in biology at the University of Debrecen was carried out in autumn 2014. Problem-solving was measured using a series of tasks on biology and general, everyday life topics while metacognition related to problem-solving was assessed using the MCAI (Metacognitive Assessment Inventory) standard devised by Cooper and Urena (2009). To establish correlations, students were grouped into clusters based on their results in the two tests, which allowed us to perform a more detailed and more thorough analysis. The study presents the results for the various clusters and the conclusions that could be drawn from them.

Effectiveness in Fostering Metacognition: Analysis Into the State of Metacognition within South African Physical Science Classrooms with the Aim of Improving Attainment

“…However, the framework lacked the theory to adequately prepare the researcher for the results of the MAI and MAIT. The quantitative analysis found that the MAI and MAIT yielded similar conclusions to research carried out by Huszti et al (2016) and Siegesmund (2016), where participants tended to overestimate their metacognitive competence. The researcher overvalued what the MAIT and the MAI could accurately show because the teacher interviews revealed that none of the teachers had heard of the term metacognition and that they had not been given training in fostering metacognition in the classroom.…”