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Articles Citing

Students’ metacognition knowledge and skills during physics problem-solving process

Zeynep Dulger* and Feral Ogan-Bekiroglu†

  • Science and Mathematics Education Department, Physics Education Division, Marmara University, Istanbul, 34852, Turkey

  • *Contact author: lilithzd7@gmail.com
  • †Contact author: fbekiroglu@marmara.edu.tr

Preservice physics teachers’ nonroutine problem-posing process: Metacognitive strategies and beliefs

Alican Kaya and Sema Ç𝚤ld𝚤r

Phys. Rev. Phys. Educ. Res. 22 010119 (2026)

When AI evaluates its own work: Validating learner-initiated, AI-generated physics practice problems

Tobias Geisler and Gerd Kortemeyer

Phys. Rev. Phys. Educ. Res. 22 010134 (2026)

Dynamics of collaborative modeling in an ill-structured real-world problem

Tom Reshef-Israeli and Shulamit Kapon

Phys. Rev. Phys. Educ. Res. 22 010141 (2026)

Learning science and the illusion of understanding: exploring the effects of integrating learning tasks after explainer videos

Madeleine Hörnlein and Christoph Kulgemeyer

International Journal of Science Education 1 (2026)

Efectos del desarrollo de estrategias metacognitivas en la solución de problemas en estudiantes de Ingeniería en el área de Física Mecánica

Emily Ashley Alvarado Bastidas

Sapiens in Higher Education 2 1 (2025)

The Influence of the iSCan Mobile Seamless Learning Model on the Enhancement of Students’ Metacognitive Skills in Physics Learning

Isa Iskandar, Mustaji, Andi Mariono, and Fajar Arianto

Fut. Educ. 5 (2025)

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