This article reports on the explicit introduction of metacognitive strategies by an early career science teacher to support the application of mathematics skills. The research investigated the effectiveness of these strategies with three Year 11 physics students using an action research approach. Quantitative and qualitative data were collected…

Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the…

This study examines the epistemic beliefs about justification employed by physics undergraduate and graduate students and faculty in the context of solving a standard classical physics problem and a frontier physics problem. Data were collected by a think-aloud problem solving session followed by a semi-structured interview conducted with 50…

The aim of this study was, first, to investigate any pattern between students' quantitative contribution to argumentation and their science understanding, and second, to analyze any relationship between students' qualitative contribution to argumentation and their scientific knowledge. Participants of the study were four tenth-grade students. The…

Self-explaining is a domain-independent learning strategy that generally leads to a robust understanding of the domain material. However, there are two potential explanations for its effectiveness. First, self-explanation generates additional "content" that does not exist in the instructional materials. Second, when compared to…

This article describes the construction of a hierarchical taxonomy of metacognitive activities for the interpretation of thinking-aloud protocols of students in secondary education, who studied texts on history and physics. After testing an initial elaborate taxonomy on a restricted number of protocols by multiple raters, it appeared that the…

A study examined in detail the initial encoding of worked-out examples of mechanics problems by "good" and "poor" students, and their subsequent reliance on examples during problem solving. The subjects, three males and five females, were selected from responses to a university campus advertisement. Six of them were working…