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Investigating the Role of Metacognition in Chemistry Problem-Solving

1. Introduction   1.1 Background and Motivation   1.2 Research Objectives 2. Literature Review   2.1 Metacognition in Science Education   2.2 Metacognitive Strategies in Chemistry Problem-Solving 3. Methodology   3.1 Participant Recruitment and Data Collection   3.2 Surveys and Interviews   3.3 Think-Aloud Protocols 4. Results   4.1 Analysis of Metacognitive Strategies   4.2 Self-Assessment of Problem-Solving Skills   4.3 Reflective Practices 5. Discussion   5.1 Implications for Chemistry Education   5.2 Instructional Strategies for Metacognitive Development

Project Abstract

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.

Project Overview

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