  We studied the impact of metacognitive reflections on recently completed work
as a way to improve the retention of newly-learned problem-solving techniques.
Students video-recorded themselves talking through problems immediately after
finishing them, completed ongoing problem-solving strategy maps or
problem-sorting exercises, and filled out detailed exam wrappers. We assessed
students' problem-solving skillfulness using a combination of validated
instruments and final exam questions scored using a rubric that targets
problem-solving best practices. We found a small but significant difference
between the rubric score distributions for the control and treatment groups.
However, a multiple ordered logistic regression using treatment and Force
Concept Inventory (FCI) pre-test score as predictors showed that this
difference is better explained by the latter. The surprising impact of
conceptual preparation on problem-solving skill suggests two things: the
importance of remediation for students with insufficient conceptual
understanding and the need to consider problem-solving interventions in the
context of students' conceptual knowledge base.
