Metacognitive Regulation Strategies Used by Middle School Students in Solving Science Problems: A Multiple Case Study

Abstract

The aim of this study is to examine the metacognitive regulation strategies employed by middle school students while solving open-ended and closed-ended science problems and to identify the similarities and differences in this process. The study is conducted using a multiple-case study design with four eighth-grade students representing concrete and formal operational thinking levels. The data were collected using the think-aloud method and were analyzed through content analysis. The findings indicated that the use of metacognitive regulation strategies varied according to both the type of problem and the students’ level of logical thinking. Open-ended problems revealed students’ metacognitive regulation strategies more explicitly, whereas in closed-ended problems, students tended to focus primarily on reaching the correct answer and therefore used these strategies in a more limited manner. Regarding logical thinking levels, students with formal operational thinking employed metacognitive regulation strategies in more diverse and extensive ways, particularly during open-ended problem solving. In contrast, students with concrete operational thinking used these strategies in relatively limited ways. The findings also demonstrated that the think-aloud method is an effective technique for identifying metacognitive regulation strategies.