Physics problem-solving is one of the fundamental skills among Physics students. Research shows that metacognition has played an important role in Physics problem-solving process. Previous research (Phang, 2009) has established patterns of Physics problem-solving and metacognition among secondary school students in the UK through Grounded Theory research methodology. Continuing from this work, patterns of Physics problem-solving and metacognition among Malaysian students are investigated and compared with the UK’s patterns. The problem-solving processes are “observed” using thinking-aloud technique followed by retrospective interviews. These are recorded using a digital video camera and transcribed for in-depth analysis. Although the basic problem-solving processes are similar among the two countries’ students, the main differences are in mathematical skills, reasoning skills and metacognitive skills.
|Keywords:||Metacognition, Physics Problem Solving, Secondary School, Grounded Theory, Thinking Aloud Protocol|
Lecturer, Faculty of Education, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia
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