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We studied the impact of metacognitive reflections on recently completed workas a way to improve the retention of newly-learned problem-solving techniques.Students video-recorded themselves talking through problems immediately afterfinishing them, completed ongoing problem-solving strategy maps orproblem-sorting exercises, and filled out detailed exam wrappers. We assessedstudents' problem-solving skillfulness using a combination of validatedinstruments and final exam questions scored using a rubric that targetsproblem-solving best practices. We found a small but significant differencebetween the rubric score distributions for the control and treatment groups.However, a multiple ordered logistic regression using treatment and ForceConcept Inventory (FCI) pre-test score as predictors showed that thisdifference is better explained by the latter. The surprising impact ofconceptual preparation on problem-solving skill suggests two things: theimportance of remediation for students with insufficient conceptualunderstanding and the need to consider problem-solving interventions in thecontext of students' conceptual knowledge base.

Assessing the Impact of Metacognitive Post-Reflection Exercises on Problem-Solving Skillfulness