This study explored the possibility of developing classroom strategies that would encourage physics teachers to put greater focus on a more qualitative, metacognitive approach to problem solving. The empirical part of this research was carried out with students approximately 16 years of age in physics (i.e., introductory Newtorian mechanics) classes at two Portuguese high schools with both qualitative and quantitative procedures being used. Interviews were used as well as a five-month quasiexperimental versus control design. Data analysis indicates significantly higher progress for the experimental students as contrasted with their control peers in metacognitive problem solving abilities, and less significant differences regarding qualitative conceptual and attitudinal change. The results suggest that a metacognitively-oriented problem solving approach might be a suitable means to assure a synergetic interaction between the scientific concepts and the thinking skills. Contains 25 references. (DDR)