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 achieveeffective 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背景：元认知（meta-cognition）由约翰·H·弗拉维尔（John H. Flavell）提出，指对认知过程的觉知与调控。在物理教育领域，元认知通过规划、监控与评估等策略，对提升问题解决能力发挥关键作用。 研究目的：本研究旨在探讨元认知策略如何提升物理学科的问题解决能力，并剖析其对培养批判性思维与反思性学习的影响。 研究方法：本研究结合文献与教育实践，对旨在提升元认知觉知的针对性干预措施展开分析。物理问题解决的步骤包含理解题目、回忆知识、规划、监控与评估。 研究结果：结果表明，元认知策略能够提升学生应对复杂物理问题的能力，促进自我调控与批判性思维的发展。 研究结论：在物理课堂中融入元认知策略，可助力学生取得高效且富有意义的学习成果。本研究呼吁教育工作者采用此类策略，以推动反思性与批判性学习的开展。 关键词：元认知、问题解决、物理教育、反思性思维、批判性思维