E. A. Kemp, R. H. Kemp, and D. I. Gray, Towards a Framework for Teaching Naturalistic Decision Making in Information Rich and Knowledge Intensive Environments, International Conference on Computers in Education, 2003.

D. I. Gray, E. A. Kemp, and J. Gardner, The Problem Solving Process used by Farm Management Consultants: Implications for training, Primary Industry Management, pp.31-37, 2000.

J. D. Bransford, A. L. Brown, and R. R. Cocking, How People Learn, Brain, Mind, Experience, and School, 1999.

I. Fortunato, D. Hecht, C. K. Tittle, and L. Alvarez, Metacognition and problem solving, Arithmetic Teacher, pp.38-40, 1991.

M. Pressley and E. S. Ghatala, Self-Regulated Learning: Monitoring Learning From Text, Educational Psychologist, vol.24, issue.1, pp.25-44, 1990.
DOI : 10.1037//0022-0663.81.3.329

D. J. Hacker, (Ed.) Metacognition: Definitions and Empirical Foundations, 1998.

C. Gama, Integrating Metacognition Instruction in Interactive Learning Environments, 2005.

G. Poyla, How to solve it, NJ, 1957.

M. Cardelle-elawar, Effects of teaching metacognitive skills to students with low mathematics ability, Teaching and Teacher Education, pp.109-121, 1995.

A. Corbett, M. Mclaughlin, K. C. Scarpinatto, and W. Hadley, Analyzing and Generating Mathematical Models: An Algebra II Cognitive Tutor Design Study. Intelligent Tutoring Systems, 5th International Conference, pp.314-323, 2000.

S. K. Teong, The effect of metacognitive training on mathematical word-problem solving, Journal of Computer Assisted Learning, vol.1, issue.3, pp.46-55, 2003.
DOI : 10.1046/j.0266-4909.2003.00005.x

V. Dimitrova, Maintaining Diagnostic Interactions that Promote Learners' Reflection, 11th International Conference on Artificial Intelligence in Education (AI-ED 2003), pp.228-238, 2003.

R. Benjamins and W. Jansweijer, Toward a competence theory of diagnosis, IEEE Expert, vol.9, issue.5, pp.43-52, 1994.
DOI : 10.1109/64.331489

L. Magnani, Basic Science Reasoning and Clinical Reasoning Intertwined: Epistemological Analysis and Consequences for Medical Education, Advances in Health Sciences Education, pp.115-130, 1997.

E. A. Kemp, D. I. Gray, and R. H. Kemp, Supporting realistic decision making: a conceptual foundation for developing computer-based teaching systems, Work in progress, 2007.

M. Kayashima, A. Inaba, and R. Mizoguchi, Towards Shared Understanding of Metacognitive Skill and Facilitating Its Development, 7th Conference on Intelligent Tutoring Systems, pp.251-261, 2004.
DOI : 10.1007/978-3-540-30139-4_24

X. D. Lin and J. D. Lehman, Supporting learning of variable control in a computer-based biology environment: Effects of prompting college students to reflect on their own thinking, Journal of Research in Science Teaching, vol.68, issue.7, pp.837-858, 1999.
DOI : 10.1002/(SICI)1098-2736(199909)36:7<837::AID-TEA6>3.0.CO;2-U

E. Kapa, A Metacognitive Support During the Process of Problem Solving in a Computerized Environment, Educational Studies in Mathematics, vol.47, issue.3, pp.317-336, 2001.
DOI : 10.1023/A:1015124013119

B. Y. White and J. R. Frederiksen, Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students, Cognition and Instruction, vol.11, issue.2, pp.3-188, 1998.
DOI : 10.1016/0004-3702(90)90095-H
URL : https://hal.archives-ouvertes.fr/hal-00699830

R. Azevedo, Computer Environments as Metacognitive Tools for Enhancing Learning, Educational Psychologist, vol.40, issue.3, pp.193-197, 2005.
DOI : 10.1016/0361-476X(86)90027-5

J. Shakya and V. Kumar, Capturing and Disseminating the Principles of Self-Regulated Learning in an Ontological Framework, 3rd International Workshop on Applications of Semantic Web Technologies for E-Learning at the 3rd International Conference on Knowledge Capture, pp.27-35, 2005.

R. Luckin, B. D. Boulay, N. Yuill, C. Kerawalla, D. Pearce et al., Using Software Scaffolding to Increase Metacognitive Skills amongst Young Learners, 11th International Conference on Artificial Intelligence in Education, pp.27-30, 2003.

R. Crowley, E. Legowski, O. Medvedeva, E. Tseytlin, E. Roh et al., An ITS for medical classification problem-solving: Effects of tutoring and representations, 12th International Conference on Artificial Intelligence in Education, pp.555-562, 2005.

K. R. Koedinger, Intuitive Strategies and Learning Formal Representations, 2000.

K. R. Koedinger, J. R. Anderson, W. H. Hadley, and M. A. Mark, Intelligent Tutoring Goes to School in the Big City, International Journal of Artificial Intelligence in Education, vol.8, pp.30-43, 1997.
URL : https://hal.archives-ouvertes.fr/hal-00197383

S. P. Lajoie, N. C. Lavigne, C. Guerrera, and S. D. Munsie, Constructing knowledge in the context of BioWorld, Instructional Science, pp.29-155, 2001.

C. P. Rosé, V. Aleven, and C. Torrey, CycleTalk: Supporting Reflection in Design Scenarios with Negotiation Dialogue, CHI 2004 Workshop on Designing for Reflective Practitioners: Sharing and Assessing Progress by Diverse Communities, 2004.

E. A. Kyza and D. C. Edelson, Reflective inquiry, Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community, CSCL '02, 2003.
DOI : 10.3115/1658616.1658648

V. Kumar, P. Winne, A. Hadwin, J. Nesbit, D. Jamieson-noel et al., Effects of self-regulated learning in programming, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05), pp.383-387, 2005.
DOI : 10.1109/ICALT.2005.131

D. H. Jonassen, C. Carr, and H. Yueh, Computers as mindtools for engaging learners in critical thinking, TechTrends, vol.79, issue.3, pp.43-67, 1998.
DOI : 10.1007/BF02818172

L. S. Vygotsky, Mind and society: the development of higher mental processes, 1978.

J. R. Anderson, C. F. Boyle, and G. Yost, The geometry tutor, Proceedings of the Ninth International Joint Conference on Artificial Intelligence (IJCAI 85), pp.1-7, 1985.

K. R. Koedinger and J. R. Anderson, Reifying implicit planning in geometry: guidelines for modelbased intelligent tutoring system design, Computers as Cognitive Tools, pp.15-46, 1993.