The role of metacognitive skills in learning to solve problems

Theoretical model 19
effectiveness of the operators. Applying sequences of operators creates
solution paths in the problem space. A successful search in the problem
space requires that a fixed set of functions is applied repeatedly,
for example, deciding to quit the problem, deciding whether the goal
state has been reached or selecting an operator to use. The computational
dimension of their theory is the computer simulation program the
General Problem Solver (GPS) that embodied their ideas on problem
solving. The GPS operates on problems that are formulated in terms of
objects and operators. The critical step in solving a problem with GPS
is the definition of the problem space in terms of the goal to be achieved
and the methods to apply (see figure 2.3). Using a means-end-analysis
approach (as one specific method), GPS would divide the overall goal
into subgoals and attempt to solve each of those.
In the theory of Newell and Simon no attention is given to metacognitive
skills. For instance, the principal processes used at the executive
level in the GPS are evaluate (a goal), select (a method for a goal)
and apply (method to a goal), these are activities at the object-level and
can therefore be seen as cognitive activities. Solution activities used
by novice learners, such as forward chaining (searching for a solution
from the initial state onwards) and backward chaining (starting from
the solution state and working backwards) can also be seen as cognitive
processes.
Figure 2.3. GPS executive program (adapted from Newell and Simon (1972, p. 415).
The type of problems the GPS could embark on are well-defined and
knowledge-lean. Knowledge-lean problem solving takes place when relatively
little knowledge is needed to solve problems. The only informa-