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Metacognitive knowledge about problem-solving methods.

A Antonietti1, S Ignazi, P Perego

  • 1Department of Psychology, Catholic University of Sacred Heart, Milan, Italy.

The British Journal of Educational Psychology
|April 15, 2000
PubMed
Summary
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Students understand problem-solving methods but have misconceptions. Metacognition is key, so educators should address students' beliefs about problem-solving strategies.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Effective problem-solving requires metacognitive knowledge of task relevance, abilities, and effort.
  • Current understanding of these metacognitive representations is limited.

Purpose of the Study:

  • To describe beliefs about problem-solving methods among undergraduates.
  • To assess if these beliefs vary by method, problem type, or prior psychology coursework.
  • To examine awareness of abilities linked to each method.

Main Methods:

  • Surveyed 46 psychology and 37 non-psychology Italian undergraduates.
  • Participants rated frequency, effectiveness, and ease of five problem-solving methods (free production, analogy, step-by-step analysis, visualization, combining) for interpersonal, practical, and study problems.

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  • Assessed perceived abilities for each method.

    • Main Results:

    • Analogy was the most frequently used and easiest method; step-by-step analysis and combining were perceived as most difficult.
    • Methods were most relevant for practical problems, less so for interpersonal ones; step-by-step analysis was best for study problems.
    • Students demonstrated awareness of abilities relevant to each method.

    Conclusions:

    • Undergraduates can identify key features of problem-solving methods, but some misconceptions exist.
    • Metacognition significantly influences problem-solving effectiveness.
    • Educational programs should consider students' existing beliefs (folk representations) about problem-solving strategies.