DEVELOPMENT OF PROBLEM-SOLVING SKILLS IN PHYSICS THROUGH METACOGNITIVE STRATEGIES

The article deals with The development of Problem-Solving Skills in Physics through Metacognitive Strategies by Yo. A. Mamatokhunov and D. F. Kholmirzayeva explores the significant role that metacognitive strategies play in enhancing students’ abilities to solve complex physics problems. It undersco...

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Published in:Vestnik Issyk-Kulʹskogo universiteta no. 62; pp. 73 - 82
Main Authors: Mamatokhunov, Yo. A., Kholmirzayeva, D. F.
Format: Journal Article
Language:English
Published: K.Tynystanov Issyk-Kul State University 25.04.2025
Subjects:
cognitive processes
competency development
learning
metacognitive strategies
physics
problem-solving
reflection
self-assessment
study skills
thinking regulation
ISSN:1561-9516, 1694-8211
Online Access:Get full text
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Summary:The article deals with The development of Problem-Solving Skills in Physics through Metacognitive Strategies by Yo. A. Mamatokhunov and D. F. Kholmirzayeva explores the significant role that metacognitive strategies play in enhancing students’ abilities to solve complex physics problems. It underscores the need to incorporate metacognitive tools into the educational process, aiming to cultivate higher levels of self-awareness, self-regulation, and cognitive control during learning activities. The authors methodically discuss the key stages of applying metacognitive strategies, such as planning, monitoring, evaluating, and reflecting, and how these stages influence academic performance. Students who engaged in systematic metacognitive training demonstrated considerable improvements in problem recognition, logical sequencing, solution accuracy, and overall academic achievement. The study relies on experimental data comparing an experimental group that implemented metacognitive strategies with a control group adhering to traditional instruction. The results highlight a significant increase in problem-solving skills, with the experimental group outperforming the control group both in average scores and in the quality of cognitive engagement. The theoretical framework draws from foundational theories such as Barry Zimmerman's model of self-regulated learning, John Sweller’s cognitive load theory, and P. Y. Galperin’s concept of phased mental action development. Each theory supports the notion that conscious control over cognitive processes is essential for effective and independent learning, especially in subjects like physics that demand critical and systematic thinking. By promoting practices like reflection journals, "think-aloud" protocols, peer explanation exercises, and error analysis discussions, the implementation of metacognitive strategies fosters students’ ability to self-assess, adjust their learning trajectories, and internalize effective problem-solving methodologies. The research concludes that integrating metacognitive strategies into physics education not only enhances subject-specific competence but also develops transferable skills vital for lifelong learning, critical thinking, and adaptability in complex situations. The authors advocate for a broader adoption of these approaches within educational systems to empower students with sustainable cognitive and self-regulatory abilities.
ISSN:1561-9516
1694-8211
DOI:10.69722/1694-8211-2025-62-73-82