Metacognitive competencies are of great importance for developing modelling competencies. However, there are assumptions about useful metacognitive knowledge and strategies for individuals working on modelling problems as well as for whole groups, but their coherence as well as their influence on modelling processes is not evaluated satisfactorily. Furthermore, there exist different conceptualizations of metacognition. In this paper, the structure of metacognitive strategies used by 431 grade nine students is analyzed. Strategy use was measured via self-reports at individual as well as at group level. The results reveal the same structure for metacognitive strategies at individual and at group level. These metacognitive strategies can be differentiated into strategies ensuring a smooth modelling process, strategies for regulating when problems occur, and strategies for evaluating the whole modelling process.
Metacognitive competencies are of great importance for developing modelling competencies. However, there are assumptions about useful metacognitive knowledge and strategies for individuals working on modelling problems as well as for whole groups, but their coherence as well as their influence on modelling processes is not evaluated satisfactorily. Furthermore, there exist different conceptualizations of metacognition. In this paper, the structure of metacognitive strategies used by 431 grade nine students is analyzed. Strategy use was measured via self-reports at individual as well as at group level. The results reveal the same structure for metacognitive strategies at individual and at group level. These metacognitive strategies can be differentiated into strategies ensuring a smooth modelling process, strategies for regulating when problems occur, and strategies for evaluating the whole modelling process.