Investigating 8th Grade Students' Strategies for Solving Multiple-Choice Physics, Chemistry, and Biology Questions

This study aimed to identify the strategies used by 8th-grade students when solving multiple-choice questions in Physics, Chemistry, and Biology, and to explore any differences or similarities in these strategies. Five 8th-grade students from a private secondary school in Kars participated in the study. They were asked to solve multiple-choice questions in each subject using the Think Aloud strategy, followed by semi-structured interviews to understand their problem-solving approaches. The data from the recordings and interviews were transcribed and analyzed using qualitative research software. The findings indicated that students employed distinct cognitive strategies for each subject. In Physics, strategies focused on numerical operations, including using formulas, setting up equations, and simplifying expressions. Chemistry problem-solving involved strategies such as self-questioning, trial and error, and the use of inequalities. For Biology questions, students relied on strategies that facilitated comprehension, such as careful reading, underlining, and identifying key parts of the question. In addition to cognitive strategies, students also utilized meta-cognitive strategies, such as reviewing and marking graphs or figures in Physics and Chemistry, and increasing reading speed and paraphrasing in Biology. The characteristics of the questions, such as the inclusion of visuals or explanations, appeared to influence the types and number of strategies employed.