Name: N.johnson
Country: India

Year: 2017
Volume: Volume-7, Issue-2 (July-December)
Page Number: 29-32

Abstract
Approaching Science through problem solving can create a context, which simulates
real life and therefore justifies Science rather than treating it as an end in itself.
Problem-solvers intend to employ a combination' of domain-specific knowledge and
strategic knowledge. Researches indicate that student’s problem solving failures are
often due not to a lack of scientific knowledge but to the ineffective use of what they
do know. This paper describes a study that investigated the self-monitoring
strategies used by high school students while working individually on a Science
problem. Identifying the characteristic type of metacognitive failures of solution
highlighted the distinction between the two key elements of effective monitoring:
being able to recognize errors and other obstacles to progress and being able to
correct or overcome them.
Key Words: Self-monitoring strategy,Problem solving,Science