The role of metacognitive skills in learning to solve problems

Theoretical model 17
Figure 2.2. Architecture of the cognitive simulation model adapted from Hoppe and
Ploetzner (1999).
Kneser and Ploetzner (2001) find that a collaborative setting is beneficial
for learning and the use of metacognitive skills. If during collaboration,
students take the role of a reflector, focusing on comprehension
monitoring and monitoring the problem solving process, it positively influences
learning results. In this study, episodes during which reflection
occurred, did however not occur frequently.
Saab (2005) finds that in a collaborative learning setting, metacognitive
skills such as planning and monitoring are important. It appears that
the use of these skills occurs naturally in a collaborative learning setting.
They occur even more frequently when learners receive support for
effective communication. Support in this study concerns four principles:
Respect, Intelligent collaboration, Deciding together and Encouraging
(RIDE). An example of a RIDE rule is ‘Explicit and joint agreement
will precede decisions and actions’.
One study did explicitly compare the use of metacognitive skills in an
individual versus a collaborative setting. This study is however more focused
on problem solving than on learning to solve problems. Shirouzu,
Miyake and Masukawa (2002) compare individual problem solvers with
pairs while folding or calculating three-quarters of two-thirds of a square