Investigation of the cognitive-metacognitive behaviors of fine arts high school students in the problem solving process

The aim of this study is to examine the cognitive-metacognitive behaviors of the students studying at the fine arts high school during the problem-solving process and to determine their perceptions of the mathematical problem. In the study, which was designed using the case study design, which is one of the qualitative research methods, the study group was determined using the criterion sampling method, one of the purposeful sampling methods. The data of the research were collected with the help of "Math Problem Metaphor Questionnaire", "Problem Solving Achievement Test", thinking aloud protocols, audio and video recordings, and practitioner lesson analysis logs. The research was conducted with 10th, 11th and 12th grade students studying at a state-affiliated fine arts high school in the Eastern Anatolia Region in the 2021-2022 academic year. Content analysis of the metaphor questionnaire data applied to all high school students was made, and a study group was formed with ten students selected from different categories. First of all, pre-test questions consisting of two non-routine problems were applied to the study group through think-aloud protocols, and then metacognitive-supported problem solving strategy teaching was carried out using twenty-two problems selected from eleven different problem solving strategies. The cognitive-metacognitive behaviors exhibited by the students during the teaching period were observed and noted in the practitioner lesson analysis diaries. Afterwards, the posttest was applied, the pretest and posttest data were subjected to descriptive analysis and the repeated metaphor questionnaire data were subjected to content analysis. As a result of the research, it was determined that there was an increase in the number of cognitive-metacognitive behaviors of the students after the teaching process. When students' post-problem solving perceptions were examined, a positive change was observed in their perceptions of the mathematical problem. Keywords: Cognitive-metacognitive behavior, Fine art high school students, Mathematical problem perception, Problem solving.