A substantial gap exists between the growing body of cognitive science research on physics problem solving and problem-solving instruction in university physics courses. One of the notable findings from problem-solving research suggests that metacognition – awareness of one’s own cognitive processes – plays a critical role in both the development of new problem-solving skills and in the regulative aspects of ongoing problem solving.
Two objectives guide us through this project. First, we use existing research to construct a basic cognitive model for physics problem solving; second, with this model in mind, we will develop a set of instructional tools and techniques aimed at furthering metacognitive development in students in university physics courses.