Meta-cognition-Driven Problem Solving in Physics Education

<p><strong>Background:</strong>&nbsp;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.</p> <p><strong>Purpose:</strong>&nbsp;This study examines how meta-cognitive strategies enhance problem-solving skills in physics, exploring their impact on fostering critical thinking and reflective learning.</p> <p><strong>Methods:</strong>&nbsp;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.</p> <p><strong>Results:</strong>&nbsp;Findings indicate that meta-cognitive strategies enhance students&rsquo; ability to tackle complex physics problems, fostering self-regulation and critical thinking.</p> <p><strong>Conclusions:</strong>&nbsp;The integration of meta-cognitive strategies in physics classrooms empowers students to achieve<br>effective and meaningful learning outcomes. Educators are encouraged to adopt these strategies to promote reflective and critical learning.</p> <p><strong>Keywords:</strong>&nbsp;Meta-cognition, Problem Solving,&nbsp;<a href="https://apniphysics.com/effective-method-of-teaching-resources/"><span>Physics Education</span></a>, Reflective Thinking, Critical Thinking</p>