AN INVESTIGATION OF USE OF METACOGNITIVE SKILLS DURING PROBLEM-SOLVING PROCESS: A QUALITATIVE STUDY
The present study, conducted as a case study at Kafkas University in the spring semester of 2010-2011 academic year, aims at investigating second grade prospective teachers’ use of metacognitive skills during problem solving processes. The participants were identified through a mathematical problem which resembled the questions asked in the academic personnel examination. The participants were divided into three groups based on the answer they provided as successful (n=6), medium level (n=5), and unsuccessful (n=5). Then, the researchers conducted interviews with the participants identified. After the researchers’ evaluation, the interview data were reanalyzed by two experts separately. Findings show that students with different success levels differed in their use of metacognitive skills; and those who were more successful were also found to use more metacognitive skills and felt more self-confident during their problem solving processes.
Prospective classroom teachers, problem solving, metacognition, metacognitive skills