From Problems to Solutions: How Self-Questions Drive Strong Scientific Reasoning

Senior undergraduate life science students (n = 39) solving challenging biology problems show frequent self-questioning for monitoring and evaluating, with nearly no planning, linked to high-quality reasoning only when answered aloud.

• Why it matters: Prior metacognition research often looks back after problem solving, leaving unclear how metacognitive regulation operates in real time during difficult biology reasoning.
• What they did: Using think-aloud interviews, the study characterized spontaneous metacognitive skills across senior undergraduates at three U.S. institution types, focusing on planning, monitoring, evaluating, and self-question use.
• The result: The findings support a model of metacognitive phases (planning, monitoring, reasoning, evaluating) and motivate a self-question scaffold to help educators train in-the-moment regulation for effective problem solving.

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