Abstract
The relation between metacognition and problem-solving has been attractiong attention, and further clarification of the role of metacognition in problem-solving is required. Metocognitive skills play an importan role in experiments, Which are the major problem-solving activities in science lessons. However, Studies focsing on the realtionshi- between experiments and metocognitive skills seem to be rare. In order to explore cducational strategies to nurture metacognitive skills, this study attempts 1) to compare the use of questionnaires with interview techniques for measuring metacognitive skills, and 2) to describe the effects of metacognition in experments by comparing the results of experiments and the success failure of monitoring and control by the learners. This study fails to demonstrate a meaningful correlation between the use of questionnaires and interview techniques, but it does show that successful experiments require "repeating" and "modification of the hypothesi/plan" cause by the failure in monitoring and control.
