The role of metacognitive skills in learning to solve problems

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tion given to the problem solver is provided in the task (VanLehn, 1989).
This is in contrast with knowledge-rich tasks such as problem solving in
Thermodynamics or Medical diagnosis, that require much more complex
knowledge that is not necessarily part of the instruction.
With regard to learning, Newell and Simon explicitly distinguish problem
solving from learning to solve problems. Their theory of the GPS is
only applicable to the problem solving process as such, it does not bear
upon learning to solve problems.
2.4.2 Mettes and Pilot
Mettes and Pilot (1980) present a normative model for problem solving
in well-structured domains such as Thermodynamics. They propose
a systematic approach to problem solving (PAM: Programme of Actions
and Methods) for decomposing the problem in subtasks and activities in
order to obtain the solution. This method is based on the way students,
teachers and experts approach and solve Thermodynamics problems.
Students who have been instructed with this method outperform their
peers who have not used this method (Mettes & Pilot, 1980).
Three main tasks are distinguished: Orientation, Solution and Evaluation
(see figure 2.4). Each of these tasks is divided into smaller subtasks
until they concern elementary executable activities. The main aim of the
Orientation task is to get a thorough overview of the situation: what is
the problem about and how to interpret possible drawings or pictures.
This information leads to a primary internal representation of the problem.
In the Solution task the main aim is to see whether the problem can
be solved by using standard operations. If this is not possible, then the
problem should be transformed to a problem that can be solved by using
standard operations. Finally, during the Evaluation task, the outcomes
are evaluated and accepted if they solve the problem.
The elementary activities distinguished in this model are specific for
the domain of Thermodynamics. They consist of cognitive activities
at the object-level. The subtasks and tasks are more generic in nature
and thus more applicable to other domains as well, such as Economy or
Physics. The metacognitive activities are compiled at the level of the
task. In that sense this is a compiled model for problem solving.
The approach of Mettes and Pilot does not fit well with the constructivist
paradigm. This originates from their choice to adhere to the
learning theory of Gal’perin. His learning theory promotes a highly directive
form of instruction. Only when one masters knowledge and skills
on one level of difficulty, can one proceed to the next, more complex
level. The effect of this choice is that students are explicitly enforced to
use the task model. It is used as a straitjacket. Also, the model itself