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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)

Enhancing physics problem-solving through brainstorming: A metacognitive approach for socioeconomically disadvantaged learners

Md Jamal Uddin and Prakash Chandra Agarwal

Learning and Motivation 95 102303 (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)

Cognitive processes of scientific problem-solving while using simulations: an expert-novice comparison

Yating Zeng and Jiayi Tao

Front. Psychol. 17 1846556 (2026)

False understanding in AI-assisted physics problem solving: a theoretical framework

Nuri Balta

Eur. J. Phys. 47 043001 (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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