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