Examining the relationship between problem-solving skills and metacognitive skills in 4th grade elementary school students and students in the BİLSEM program

In the present study, the relationship between problem-solving skills and metacognitive abilities was examined among two groups of 4th-grade students: those with typical development and those identified as gifted and talented, receiving education at the Science and Art Center (BİLSEM). This study was designed as a quantitative study by using the relational survey method. The present study was carried out with 61 typically developing students from public schools and 45 students attending Science and Art Centers in a province in the Central Black Sea Region. The instruments used in the present study included a problem-solving achievement test consisting of two sections and a metacognitive knowledge and skills scale. The results revealed a significant relationship between problem-solving achievement and metacognitive knowledge and skills scores in both groups. Students attending the BİLSEM centers demonstrated higher problem-solving achievement and metacognitive knowledge and skills scores when compared to the typically developing student group. A significant difference favoring the Science and Art Center students was found in both sections of the problem-solving achievement test. Similarly, a significant difference favoring the BİLSEM students was also found in the total scores of the metacognitive knowledge and skills scale.