The effectiveness of using metacognitive skills training along with training with a metacognitive approach in solving the problems of science physics

This research was conducted with the aim of investigating the use of metacognition on problem solving skills and academic progress of physics students in the first year of Khorram Abad city. With available random sampling, three groups of 8th grade students of Farzangan High School were selected. The first group of the control group, in the second group, the method of teaching with the metacognitive approach and in the third group, the teaching method with the metacognitive approach along with the teaching of metacognitive strategies to the students was done during the academic year. Before starting the training, the metacognition pre-test and the researcher-made physics pre-test were taken from all three groups. After the completion of the training sessions, the metacognitive state and understanding of the physics concepts of the students of all three groups were measured again using the mentioned scales. Data analysis with mixed variance method showed that the improvement of metacognitive skills of the third group was more than the second group and no significant difference was observed in the control group. The effect of improving metacognitive skills was directly related to the academic performance of the three groups.