The role of metacognitive skills in learning to solve problems

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task-level. In order to keep the theoretical model widely applicable, no
further operationalisation of metacognitive skills is done at this stage.
In conclusion, the three levels in the theoretical model each describe
the problem solving process at a different level of abstraction. The model
gives a thorough overview of what knowledge and which skills, methods
and activities exist on all levels of problem solving.
2.5.2 Learning to solve problems
Figure 2.9.
Learning in the theoretical model of problem solving.
In figure 2.9 the view on learning to solve problems is visualized.
Learning is conceptualised through the process of Application (arrow 1)
and Generalisation (arrow 2).
Application is concerned with using knowledge, skills, methods and/or
activities at one level and applying them to a lower level in order to
achieve a goal that was formulated at a higher level. For example, comprehension
monitoring skills at the meta-level can be applied to a specific
domain in order to control understanding of domain knowledge at the
object-level. Generalisation is concerned with developing new ‘insights’.
These insights concern activities that are more widely applicable than
only for the situation in which they were initially used. Generalisation
leads to adaptation of knowledge at a higher level. For instance, a learner
discovers that a certain cognitive activity produces solutions that are not