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“What you do when you don’t know what to do: Metacognition in Chemistry Problem Solving” Santiago Sandi-Ureña, Clemson University (Click name for speaker's biography) Metacognition is commonly defined as “cognition about cognition” or “knowledge about one’s own knowledge” (1). The influence and relevance of metacognition in learning and problem solving has been substantially demonstrated (2, 3), findings suggest it may even be more important for problem solving success than aptitude (4). Although assessment of metacognition has been an area of active work in the past decades, there is still need for more reliable instruments (5) and the present study constitutes the first specific to chemistry. This talk will focus on accomplishments in two related areas: (1) The development of a multi-method assessment of metacognitive skillfulness in college chemistry problem solving that utilizes two instruments (10): a traditional self-report, (Metacognitive Activities Inventory, MCA) (6) followed by a computer-based instrument capable of recording large number of performances (Interactive MultiMedia Exercises, IMMEX (7-9)). (2) Evidence that supports the effectiveness of interventions that improve problem solving strategies, abilities, and metacognitive awareness. Cooperative problem-based laboratory instruction was among the interventions studied for this purpose.
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