Investigation of cognitive and metacognitive strategies used to solve question in terms of metacognitive awareness and conceptual understanding

In this study, cognitive and metacognitive strategies used by high school students in solving multiple choice questions related to Newton's laws of motion were examined by taking into consideration the metacognitive awareness and conceptual understanding levels of the students. Case study model, one of the qualitative research models, was used in the study. Data of seven students were used in the study. In the selection of students, a stratified sampling was used and firstly, the conceptual understanding levels of the students were measured by applying the Force Concept Inventory Test and the metacognitive awareness levels were measured by using the How to Solve Problems Scale. With the data obtained, students were grouped according to their levels of conceptual understandings and metacognitive awarenesses. The questions selected from the Basic Mechanical Basedline Test were solved and semi-structured interviews were organized for the solution process by using thinking aloud sensions. As a result of the research, it was found that the metacognitive awareness and conceptual understanding levels of the students affect cognitive and metacognitive strategies used to solving multiple choice test and while students with low conceptual understanding use more strategies and those strategies are generally metacognitive in reading phase of solving, students with high metacognitive awareness use more strategies and those strategies are generally metacognitive in solving phase. It was also noted that the students involved in the study did not usually use strategy during the evaluation phase of the solution. In this respect, it can be thought that teachers should be a model for the students and allow them to advance the solution processes to the end.