Meta-cognition-Driven Problem Solving in Physics Education

Background: Meta-cognition, introduced by John H. Flavell, involves awareness and regulation of cognitive processes. In physics education, it plays a critical role in improving problem-solving skills through strategies like planning, monitoring, and evaluation.

Purpose: This study examines how meta-cognitive strategies enhance problem-solving skills in physics, exploring their impact on fostering critical thinking and reflective learning.

Methods: The research synthesizes literature and educational practices, analyzing targeted interventions to improve meta-cognitive awareness. Steps of problem-solving include understanding the problem, recalling knowledge, planning, monitoring, and evaluating.

Results: Findings indicate that meta-cognitive strategies enhance students’ ability to tackle complex physics problems, fostering self-regulation and critical thinking.

Conclusions: The integration of meta-cognitive strategies in physics classrooms empowers students to achieve
effective and meaningful learning outcomes. Educators are encouraged to adopt these strategies to promote reflective and critical learning.

Keywords: Meta-cognition, Problem Solving, Physics Education, Reflective Thinking, Critical Thinking