Investigating the Role of Metacognition in Chemistry Problem-Solving
Table Of Contents
- <p>
- 1.Introduction<br>
- 1.1Background and Motivation<br>
- 1.2Research Objectives<br>
- 2.Literature Review<br>
- 2.1Metacognition in Science Education<br>
- 2.2Metacognitive Strategies in Chemistry Problem-Solving<br>
- 3.Methodology<br>
- 3.1Participant Recruitment and Data Collection<br>
- 3.2Surveys and Interviews<br>
- 3.3Think-Aloud Protocols<br>
- 4.Results<br>
- 4.1Analysis of Metacognitive Strategies<br>
- 4.2Self-Assessment of Problem-Solving Skills<br>
- 4.3Reflective Practices<br>
- 5.Discussion<br>
- 5.1Implications for Chemistry Education<br>
- 5.2Instructional Strategies for Metacognitive Development<br></p>
Project Abstract
<p> This research project aims to investigate the role of metacognition in chemistry problem-solving among undergraduate students. The study will explore how metacognitive awareness, regulation, and reflection influence students' approach to solving chemistry problems. Through surveys, interviews, and think-aloud protocols, the research will examine students' metacognitive strategies, self-assessment of problem-solving skills, and reflective practices. The findings will contribute to a deeper understanding of metacognition in the context of chemistry education and inform the development of instructional strategies to enhance students' metacognitive skills. <br></p>Project Overview
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