Abstract
We describe the second phase of an ongoing study whose aims are to explore how computer science students solve problems and to understand the relationship between metacognition and schemata. This research uses verbal protocols from computer science students, and based on the analysis of their transcripts, empirical evidence supports metacognition as a significant role in computer science problem solving. For the problem solved in this research, the students reveal a pattern in their interactions between metacognitive processes and the domain-specific strategies used to develop a program.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
