Examination of Students' Self-Monitoring in Problem Solving


Kevin Osorno


Jeffrey Phillips, Chair Professor of Physics, Loyola Marymount University

For solving problems, especially, ill-structured ones, a solver must employ metacognitive strategies including self-monitoring to be successful. Solvers who frequently examine their own thoughts while problem solving are able to assess their progress, consider alternatives and evaluate the validity of their own work. In an introductory mechanics course, students were asked to record problem solutions in their assignments using a think-aloud protocol. The recordings were made using Livescribe pens that synchronously record pen and audio. To gain a better understanding of the self-monitoring process, the recorded think-alouds were examined after the course. Thus far, three categories of self-monitoring have been identified, and students who frequently utilized self-monitoring were more likely to achieve a correct solution than those who did not.

Presented by:


Saturday, November 23, 2013




Poster Session 3 - Villalobos Hall

Presentation Type:

Poster Presentation


Physics/Astronomy/Planetary Sciences