Cognitive and meta-cognitive strategies used by middle-school students in the process of solving science problems

The study aims to identify the cognitive and meta-cognitive strategies used by eighth-grader middle-school students' in the process of solving well-structured (WSP) and ill-structured (ISP) science problems through think-aloud method. It is also aimed to explore the participant students' opinions about the problems. As the scope of the study involves multiple cases (group, type of problem and strategy) and as each case is first investigated as a whole within itself and then compared to the other cases; comparative, holistic multiple case study design has been adapted to conduct the research. The study was carried out in a public middle school in Alanya district in Antalya province. Adopting criterion sampling method, 32 students studying at the same class were asked to participate to the study. The participants were asked to complete the "Group Test of Logical Thinking" and were divided into two groups based on their scores of the test: low-level group and high-level group. A total of six volunteering students, three students from low-level group (LLG) and three from high-level group (HLG), were included in the study. The data for the study was obtained through think-aloud verbal responds of the participants in the process of solving the WSP and ISP science problems. In order to determine the cognitive and meta-cognitive strategies used by the participant students, a data analysis form, which was developed by the researchers, was used. In addition, semi-structured interviews were held with the participant students to identify their opinions regarding the problems. All collected data was analyzed using content analysis method. According to the results of the analyses, the number and the types of the cognitive and meta-cognitive strategies used in the process of solving WSP and ISP science problems are found to be lower for LLG compared to HLG. While the students in LLG started the processes of solving both types of problems by using cognitive understanding strategy, the participants in HLG began by using not only cognitive but also meta-cognitive understanding strategies. The students in LLG finalized their solutions by using cognitive deduction strategies for WSP science problems and by using cognitive inferring strategies for ISP problems. The participant students in HLG, on the other hand, finalized their solutions by using cognitive deductive strategies for WSP science problems and utilizing meta-cognitive self-evaluation strategies for ISP science problems. Evaluating both problem types, the students in LLG and HLG groups stated that WSP science problems had single answers, were closed-ended, limited and result-oriented. For ISP science problems, on the other hand, they reported that these problems were open-ended with multiple answers and causation-oriented. The participants in LLG expressed that they often came across WSP problems in their science lessons. They thought that ISP problems would help them to widen their perspectives and equip them with necessary skills to overcome similar problems that they could face in their real lives. The students in HLG reported that WSP problems restricted their thinking processes. As for ISP problems, they stated that such problems helped them improve their visions, intelligence levels, and deductive reasoning while triggering their thinking processes. They also indicated that this type of problems would help them to solve real-life problems. Furthermore, they indicated that they felt happier solving ISP problems since this type of problems provided opportunities to think freely, broadly and without any limits. Based on the findings of the study, some suggestions could be drawn. First of all, it is suggested that the authors of science course books include ISP problems more often in addition to WSP problems. In addition, teachers could use WSP and ISP problems during both instructional practices and assessment and evaluation processes. Teachers are also suggested to use think-aloud technique in their lessons. As for future research, more in-depth investigations should be conducted to identify students' cognitive and meta-cognitive strategy use. In order to obtain more reliable and comprehensive results, it is suggested that mixed method be utilized to collect data while considering different variables involving various learner groups.