Metacognition in problem solvinga biometric study of the studies

The aim of this study is to reveal the current state of research on metacognition in problem solving through a bibliometric analysis. Metacognition is defined as the ability of an individual to recognize, monitor, and regulate their own cognitive processes. In problem-solving and learning processes, the role of metacognition enhances learning success by influencing the use of knowledge and strategies. In this thesis, 507 articles on metacognition in problem solving published in the Web of Science (WoS) database between 2000 and 2023 were examined. Bibliometric analysis methods were used to analyze the distribution of these 507 publications by years, languages, keywords, countries, and most cited authors. Through analyses conducted using the VOSviewer program, a data visualization tool, trends over time in research on metacognition in problem solving and key research topics in this field were identified. The results show that research on metacognition in problem solving has increased over the years, concentrated around certain keywords of problem solving and metacognition, and United States of America has produced most publications in this area. Additionally, the most cited studies and authors were identified, revealing influential research and researchers in this field. This thesis provides a broad perspective on the existing literature on metacognition in problem solving. The findings can guide future research in this field and contribute to a better understanding of the role of metacognition in educational sciences. Keywords: Metacognition, problem solving, bibliometric analysis, Web of Science, VOSviewer