Assessing the Impact of Metacognitive Postreflection Exercises on Problem-Solving Skillfulness

Autor/inn/en	Reinhard, Aaron; Felleson, Alex; Turner, Paula C.; Green, Maxwell
Titel	Assessing the Impact of Metacognitive Postreflection Exercises on Problem-Solving Skillfulness
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010109 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reinhard, Aaron) ORCID (Felleson, Alex)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Metacognition; Problem Solving; Retention (Psychology); Video Technology; Cooperative Learning; Science Tests; Scoring Rubrics; Best Practices; Comparative Analysis; Intervention; Science Instruction; Physics; Concept Formation; Scientific Concepts; Predictor Variables; Reflection; Undergraduate Students; Algebra; Introductory Courses; Protocol Analysis; Force Concept Inventory + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Merkfähigkeit; Kooperatives Lernen; Scoring formulas; Auswertungsbogen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Concept learning; Begriffsbildung; Prädiktor; Einführungskurs
Abstract	We studied the impact of metacognitive reflections on recently-completed work as a way to improve the retention of newly learned problem-solving techniques. Students video recorded themselves talking through problems immediately after finishing them, completed ongoing problem-solving strategy maps or problem-sorting exercises, and filled out detailed exam wrappers. We assessed students' problem-solving skillfulness using a combination of validated instruments and final exam questions scored using a rubric that targets problem-solving best practices. We found a small but significant difference between the rubric score distributions for the control and treatment groups. However, a multiple ordered logistic regression using treatment and Force Concept Inventory (FCI) pretest score as predictors showed that this difference is better explained by the latter. The surprising impact of conceptual preparation on problem-solving skill suggests two things: the importance of remediation for students with insufficient conceptual understanding and the need to consider problem-solving interventions in the context of students' conceptual knowledge base. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11