This paper invokes cognitive developmental theory as a means for preparing citizens to deal with and resolve conflicts within or across nations. We take the centuries-old Greek-Turkish dispute as an example. We first outline a theory of intellectual development postulating that mental changes emerge in response to changing developmental priorities…

The aim of this study was to explain junior high school students' metacognition with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem solving. The statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. Purposive sampling was used to pick…

Many questions have been asked about how to teach math, how to get students to like math, how to engage students in math and how to increase math scores. Metacognition and Self-Regulated Learning (SRL) have an impact on mathematics achievement in middle school students. In this quantitative study, the Self-Reflection Questionnaire, MKMQ was used…

This article aims to develop a framework for the characterisation of problem-posing activities. The framework links three theoretical constructs from research on problem posing, problem solving, and psychology: (1) problem posing as an activity of generating new or reformulating given problems, (2) emerging tasks on the spectrum between routine…

A teacher-researcher searched for and defined theoretical principles in the literature that could be used as a basis for teaching high-school students who were struggling in mathematics (in a regular-level mathematics classroom) and could offer a framework to design tasks to encourage a problem-solving, thinking classroom. After identifying 13…

It is well established in educational research that metacognitive monitoring of performance assessed by self-reports, for instance, asking students to report their confidence in provided answers, is based on heuristic cues rather than on actual success in the task. Subjective self-reports are also used in educational research on cognitive load,…

This study focuses on computer-based formative assessment for supporting problem solving and reasoning in mathematics. To be able to assist students who find themselves in difficulties, the software suggested descriptions - diagnoses - of the encountered difficulty the students could choose from. Thereafter, the software provided metacognitive and…

The purpose of this study is to investigate the metacognitive strategies that middle school students used in the process of solving problems individually. The study group consisted of 37 middle school students in the eighth grade. The students were asked one non-routine word problem, and their written answers were collected. After solving the…

Metacognitive awareness is a variable that is thought to affect beliefs in problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers' metacognitive awareness and beliefs in mathematical…

Metacognition--knowledge, monitoring, and regulation of cognition--is key to learning and academic achievement. This is robustly supported for K-12 and higher education learners while empirical evidence in early childhood is encouraging but limited. To address these gaps in the literature, our first goal was to investigate early metacognition…

This study aims to examine relationships among critical thinking dispositions, perceived problem-solving skills and metacognitive awareness of gifted and talented students, and to test a structural equation model based on these relationships. The study was conducted using the correlational research design and the study group, which was selected by…

Background: The ability to translate concrete manipulatives into abstract mathematical formulas can aid in the solving of mathematical word problems among students, and metacognitive prompts play a significant role in enhancing this process. Aims: Based on the concept of semantic congruence, we explored the effects of metacognitive prompts and…

A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research,…

In this article, we present a qualitative study examining students' thoughts and strategies while transferring concepts about energy in physics. We include theoretical approaches of existing transfer research and findings from think-aloud interviews with 20 students of different ages and school levels to develop a framework for analysing the…

Troubleshooting is a particular problem-solving process comprising error detection, fault diagnosis, and system restoration. Since automation of systems has become increasingly complex and ubiquitous, troubleshooting skills are crucial to maintain safety and security in a variety of contexts. The planned study aims at examining troubleshooting…