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Results indicate that students apply basic strategies effectively, yet often rely on trial-and-error, disengage when difficulties arise, and show gaps in metacognitive skills. 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The conclusions suggest that greater attention should be given to the students’ needs, putting more emphasis on reasoning and understanding, so that students can improve their self-regulated learning.  \nKey words: problem solving, self-regulated learning, strategies  \n1. Introduction  \nProblem solving is one of the most widely used educational activities in Romanian high schools, especially those that are centered on Mathematics and Computer Science. Consequently it is of great interest to identify the ways in which students approach this type of task. This is what constitutes the rationale of this pilot study, conducted locally, in one high school, as an attempt to analyze the strategies which students employ in the solving problem process and their motivation and metacognitive abilities, with the final purpose of discovering critical issues and making suggestions for improvement.  \nBefore going further, the meaning of the term “problem”must be established. The Oxford Dictionary defines the word as a “matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome” or “Physics & Mathematics: an inquiry starting from given conditions to investigate or demonstrate a fact, result, or law” [1] . In Romanian, the word used is “problema”, and is defined by the Explicative Dictionary of the Romanian Language as “a matter which contains unclear, debatable aspects”, “an important matter which represents a major task that must be dealt with immediately”,“Mathematics: a matter that, given a hypothesis, must be solved through computation and reasoning, in order to obtain certain data”, or “something that is hard to understand, solve, or explain” [2] . It can be seen that the English and the Romanian terms are roughly equivalent, with the mention that the Romanian mathematical definition is slightly more restrictive than its counterpart. In Romanian schools, the main understanding of the term is the mathematical one, which is why most of the people involved in the educational process, be they teachers or students, equate it with the “textbook problem”, depriving it of any other meaning in the educational context. However, there are other views that take a less restrictive approach, such as that of J. Hayes who states that: “Whenever there is a gap between where you are now and where you want to be, and you don't know how to find a way to cross that gap, you have a problem.” [3] This last definition is the one adopted in this study, as it is considered the most appropriate for what in-school problem solving must entail. Nevertheless, the results are highly dependent on the participating students’ own definition hence they should be regarded from the more restrictive perspective as well, considering the fact that it may very well be more accurate.  \nDisregarding the frequency of the problem solving activity in high school, its importance remains intact given that it is highly practical and grounded in reality compared to most other activities in use.  \nReceived 1 March 2011, accepted 25 March 2011, published 30 March 2011.  \nIt could be stated that the way students handle problems in school will be reflected in their approach to the complexities of adult life, therefore the strategies they employ and the way they regulate their learning process are matters of great interest. This study takes a snapshot of these elements and pe","cbCaimOqLi6GqBDl","https://ap.wps.com/l/cbCaimOqLi6GqBDl","pdf",166503,"English","# 1. Introduction\n## Problem solving as an educational activity\n## Definitions of “problem”\n## Importance of problem solving in high school\n## Self-regulated learning theory\n# 2. Method\n## Sample\n## Survey content","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"The study analyzes how high school students approach problem solving activities, especially their metacognitive abilities and the strategies they employ.\"},{\"question\":\"What do the results show about students’ strategy use?\",\"answer\":\"Students use basic strategies well, but they tend to use trial-and-error, give up when facing difficulties, and show deficiencies in metacognitive abilities.\"},{\"question\":\"How does the study propose improving students’ self-regulated learning?\",\"answer\":\"The conclusions suggest giving greater attention to students’ needs and placing more emphasis on reasoning and understanding, helping them strengthen self-regulated learning.\"}]","Volume 4 - Number 1 - A study of the Problem Solving Activity in Highschool Students: Strategies and Self-regulated Learning - Abstract | PDF",1792065377,25]