Metacognitive abilities involved in Physics problem solving: investigating expertise students
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2018 |
| Outros Autores: | , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Amazônia (Universidade Federal do Pará. Online) |
| Texto Completo: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5372 |
Resumo: | The present study has as objective identifying the way how physics’ students who are experts in problem solving structure their thoughts and reach to their metacognitive abilities. For that, students from a Physics course who were pointed out by their teachers were selected as good at problem solving. Based on that identification they were submitted to sections of clinical interviewing, where they solved three physics problems and by mean of the protocol of out loud thinking, it was possible to obtain data and analyse the way how their thoughts were organized in the moment that they solved the challenges. As a cut off the study, the analyse was limited in terms of metacognitive abilities, specifically in terms of the elements: planning, monitoring and evaluation. The results point to the presence of these elements and are promising in terms of providing subsidies for the physics teacher’s practice. |
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Metacognitive abilities involved in Physics problem solving: investigating expertise studentsHabilidades metacognitivas envolvidas na resolução de problemas em Física: investigando estudantes com expertiseProblem solving; experts; Physics; metacognitive abilities.resolução de problemas; experts; Física; habilidades metacognitivasThe present study has as objective identifying the way how physics’ students who are experts in problem solving structure their thoughts and reach to their metacognitive abilities. For that, students from a Physics course who were pointed out by their teachers were selected as good at problem solving. Based on that identification they were submitted to sections of clinical interviewing, where they solved three physics problems and by mean of the protocol of out loud thinking, it was possible to obtain data and analyse the way how their thoughts were organized in the moment that they solved the challenges. As a cut off the study, the analyse was limited in terms of metacognitive abilities, specifically in terms of the elements: planning, monitoring and evaluation. The results point to the presence of these elements and are promising in terms of providing subsidies for the physics teacher’s practice.O presente estudo tem por objetivo identificar a forma como estudantes de Física experts em resolução de problemas estruturam seus pensamentos e recorrem as suas habilidades metacognitivas. Para isso, foram selecionados estudantes de um curso de Física apontado por seus professores como bons resolvedores de problemas. A partir dessa identificação eles foram submetidos a sessões de entrevistas clínicas, nas quais resolveram três problemas de Física e por meio do protocolo de pensamento em voz alta, foi possível obter dados e analisar a forma como organizam o seu pensamento no momento em que resolvem os desafios. Como recorte do estudo, limitou-se a análise em termos das habilidades metacognitivas, especificamente em termos dos elementos: planificação, monitoramento e avaliação. Os resultados apontam para a presença destes elementos e são promissores em termos de fornecer subsídios para a prática docente do professor de Física.Universidade Federal do ParáRosa, Cleci Teresinha Werner daRibeiro, Cassia de Andrade GomesRosa, Alvaro Becker da2018-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/537210.18542/amazrecm.v14i29.5372Amazônia: Revista de Educação em Ciências e Matemáticas; v. 14, n. 29 (2018): Especial Metacognição & Ensino e Aprendizagem de Ciências e Matemática; 143-160Amazônia - Journal of Science and Mathematics Education; v. 14, n. 29 (2018): Especial Metacognição & Ensino e Aprendizagem de Ciências e Matemática; 143-1602317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5372/4773/*ref*/ALI, Marlina; TALIB, Corrienna-Abd; HASNIZA Ibrahim, Nor; SURIF, Johari; HALIMABDULLAH, Abdul. The Importance of Monitoring Skills in Physics Problem Solving. European Journal of Education Studies, v.1, n,3, p.1-10, 2016./*ref*/BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 2004./*ref*/BOGDANOVIC, Ivana; OBADOVIC, Dusanka Z.; CVJETICANIN, Stanko; SEGEDINAC, Mirjana; BUDIC, Spomenka.Students' Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them. European Journal of Physics Education, v.6, n.2, p.18-30, 2015./*ref*/BROWN, Ann L. Knowing when, where, and how to remember: a problem of metacognition. In: GLASER, Robert (Ed.). Advances in instructional psychology. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1978. v. 1. p. 77-165./*ref*/BROWN, Ann L. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: WEINERT, Franz E.; KLUWE, Rainer H. (Eds.). Metacognition, motivation and understanding. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1987. p. 65-116./*ref*/CHI, Michelene T.; GLASER, Robert; REES, Ernest. Expertise in problem solving. In: STERNBERG, Robert J. (Ed.). Advances in the psychology of human intelligence. v. 1. Hilsdale, N.J.: Erlbaum, 1982./*ref*/CHI, Michelene T.; BASSOK, Miriam; LEWIS, Matthew W.; REIMANN, Peter; GLASER, Robert. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, v.13, p.145-182, 1989./*ref*/DUARTE, Rosália. Entrevistas em pesquisas qualitativas. Educar em Revista, Paraná, n. 24, p. 213-155, 2004./*ref*/ERICSSON, K. Anders; SIMON, Herbert. A. Protocol analysis: verbal reports as data. Cambridge: MIT Press, 1993./*ref*/ERICSSON, K. The influence of experience and deliberate practice on the development of superior expert performance. In: ERICSSON K. Anders; CHARNESS Neil; FELTOVICH Paul J.; HOFFMAN, Robert R. (Eds.).Cambridge handbook of expertise and expert performance. Cambridge, UK: Cambridge University Press, 2006, p. 685-706./*ref*/FLAVELL, John Hurley. Metacognitive aspects of problem solving. In: RESNICK, Lauren B. (Ed.). The nature of intelligence. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1976.p.231-236./*ref*/FLAVELL, John Hurley. Metacognition and cognitive monitoring: a new area of cognitive – developmental inquiry. American Psychologist,v. 34, n.10, p.906-911, 1979./*ref*/GONZÁLEZ, Antonio; FERNÁNDEZ, María-Victoria C.; PAOLONI, Palola-Verónica. Hope and Anxiety in Physics Class: Exploring Their Motivational Antecedents and Influence on Metacognition and Performance. Journal of Research in Science Teaching, v.54, n.5, p. 558-585, 2017./*ref*/GUNSTONE, Richard F. The importance of specific science content in the enhancement of metacognition.In: FENSHAM, Peter J.; GUNSTONE, Richard F.; WHITE, Richard T. (Eds.).The content of science: A constructivist approach to teaching and learning. Washington: Falmer, 1994. p. 131-146./*ref*/HACKER, Douglas J. Definitions and empirical foundations. In: HACKER, Douglas J; DUNLOSKY, John; GRAESSER, Arthur. Metacognition in educational theory and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, 1998. p. 1-23./*ref*/HATTIE, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge, 2009./*ref*/KLUWE, Rainer H. Executive decisions and regulation of problem solving behavior. In: WEINERT, Franz E.; KLUWE; Rainer H. (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987. p.31-64./*ref*/LARKIN, Jill H. The role of problem representation in physics. In: GENTNER, Dedre; STEVENS, Albert L. (Eds.). Mental Models. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983. p. 75-98./*ref*/MALONE, Kathy L. Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Physical Review Special Topics - Physics Education Research, v.4, n.2, 2008. p.020107-1 – 15./*ref*/MARCONI, Marina de Andrade; LAKATOS, Eva Maria. Fundamentos de metodologia científica. 5. ed.São Paulo: Atlas, 2003./*ref*/MOREIRA, Marco Antonio. Unidades de Enseñanza Potencialmente Significativas. Aprendizagem Significativa em Revista, v. 1, p. 43-63, 2011./*ref*/MONEREO, Carles. La enseñanza estratégica: enseñar para la autonomía. In: MONEREO, C. Ser estratégico y autónomo aprendiendo. Barcelona: Graó, 2001. p. 11-27./*ref*/NASHON, Samson; ANDERSON, David. Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, v.36, n.2, p.39-44, 2004./*ref*/POL, Henk J.; HARSKAMP, Egbert G.; SUHRE, Cor J. M.; GOEDHART, Martin J. How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities. Computers & Education, v.53, p.34-50, 2009./*ref*/OTERO, José C. Variables cognitivas y metacognitivas en la comprensión de textos científicos: el papel de los esquemas en el control de la propia comprensión. Enseñanza de las Ciencias, v. 8, n. 1, p. 17-22, 1990./*ref*/REIF, Frederick; LARKIN, Jill H. Cognition in scientific and everyday domains: comparison and learning implications. Journal of Research in Science Teaching, v.28, n.9, p.733-760, 1991./*ref*/RIBEIRO, Célia. Metacognição: um apoio ao processo de aprendizagem. Psicologia: reflexão e crítica. 2003. Disponível em: http://www.scielo.br/pdf/prc/v16n1/16802.pdf. Acesso em: 18maio 2017./*ref*/ROSA, Cleci T. Werner da. A metacognição e as atividades experimentais no ensino de Física. 2011. Tese (Doutorado em Educação Científica e Tecnológica) - Universidade Federal de Santa Catarina, Florianópolis, Brasil, 2011./*ref*/ROSA, Cleci T. Werner da. Metacognição no ensino de Física: da concepção à aplicação. Passo Fundo: Editora da Universidade de Passo Fundo, 2014./*ref*/RYAN, Qing X.; FRODERMANN, Evan; HELLER, Kenneth; HSU, Leonardo; MASON, Andrew. Computer Problem-Solving Coaches for Introductory Physics: Design and Usability Studies. Physical Review Physics Education Research, v.12, n.1, p.010105-1-010105-17, 2016./*ref*/SCHRAW, Gregory; DENNISON, Rayne Sperling. Assessing metacognitive awareness. Contemporary Educational Psychology, v.19, n.4, p.460-475, 1994./*ref*/SCHRAW, Gregory; CRIPPEN, Kent J.; HARTLEY, Kendall. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, v.36, n.1-2, p.111-139, 2006./*ref*/TAASOOBSHIRAZI, Gita; FARLEY, John. A multivariate model of physics problem solving. Learning and Individual Differences, v.24, p.53–62, 2013./*ref*/TRIVIÑOS, Augusto N. S. Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação. 4ed.São Paulo: Atlas, 1994./*ref*/VEENMAN, Marcel V. J. The assessment of metacognitive skills: What can be learnedfrom multimethod designs? In: MOSCHNER, Barbara; ARTELT, Cordula (Eds.). Lernstrategien und metakognition: Implikationenfürforschung und praxis. Berlin: Waxmann, 2005. p.75–97./*ref*/VEENMAN, Marcel V. J.; VAN HOUT-WOLTERS, Bernardette H. A. M.; AFFLERBACH, Peter A.. Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, v.1, n.1, p. 3–14, 2006./*ref*/ZOHAR, Anat; BARZILAI, Sarit. A review of research on metacognition in science education: current and future directions. Studies in Science Education, v.49, n.2, p.121–169, 2013./*ref*/YIN, Robert K. Estudos de caso: planejamento e métodos. Porto Alegre: Bookman, 2015.Direitos autorais 2018 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2019-09-26T21:23:56Zoai:ojs.periodicos.ufpa.br:article/5372Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2019-09-26T21:23:56Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false |
| dc.title.none.fl_str_mv |
Metacognitive abilities involved in Physics problem solving: investigating expertise students Habilidades metacognitivas envolvidas na resolução de problemas em Física: investigando estudantes com expertise |
| title |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| spellingShingle |
Metacognitive abilities involved in Physics problem solving: investigating expertise students Rosa, Cleci Teresinha Werner da Problem solving; experts; Physics; metacognitive abilities. resolução de problemas; experts; Física; habilidades metacognitivas |
| title_short |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| title_full |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| title_fullStr |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| title_full_unstemmed |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| title_sort |
Metacognitive abilities involved in Physics problem solving: investigating expertise students |
| author |
Rosa, Cleci Teresinha Werner da |
| author_facet |
Rosa, Cleci Teresinha Werner da Ribeiro, Cassia de Andrade Gomes Rosa, Alvaro Becker da |
| author_role |
author |
| author2 |
Ribeiro, Cassia de Andrade Gomes Rosa, Alvaro Becker da |
| author2_role |
author author |
| dc.contributor.none.fl_str_mv |
|
| dc.contributor.author.fl_str_mv |
Rosa, Cleci Teresinha Werner da Ribeiro, Cassia de Andrade Gomes Rosa, Alvaro Becker da |
| dc.subject.por.fl_str_mv |
Problem solving; experts; Physics; metacognitive abilities. resolução de problemas; experts; Física; habilidades metacognitivas |
| topic |
Problem solving; experts; Physics; metacognitive abilities. resolução de problemas; experts; Física; habilidades metacognitivas |
| description |
The present study has as objective identifying the way how physics’ students who are experts in problem solving structure their thoughts and reach to their metacognitive abilities. For that, students from a Physics course who were pointed out by their teachers were selected as good at problem solving. Based on that identification they were submitted to sections of clinical interviewing, where they solved three physics problems and by mean of the protocol of out loud thinking, it was possible to obtain data and analyse the way how their thoughts were organized in the moment that they solved the challenges. As a cut off the study, the analyse was limited in terms of metacognitive abilities, specifically in terms of the elements: planning, monitoring and evaluation. The results point to the presence of these elements and are promising in terms of providing subsidies for the physics teacher’s practice. |
| publishDate |
2018 |
| dc.date.none.fl_str_mv |
2018-07-05 |
| dc.type.none.fl_str_mv |
|
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
| status_str |
publishedVersion |
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https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5372 10.18542/amazrecm.v14i29.5372 |
| url |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5372 |
| identifier_str_mv |
10.18542/amazrecm.v14i29.5372 |
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por |
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por |
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https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5372/4773 /*ref*/ALI, Marlina; TALIB, Corrienna-Abd; HASNIZA Ibrahim, Nor; SURIF, Johari; HALIMABDULLAH, Abdul. The Importance of Monitoring Skills in Physics Problem Solving. European Journal of Education Studies, v.1, n,3, p.1-10, 2016. /*ref*/BARDIN, Laurence. Análise de conteúdo. Lisboa: Edições 70, 2004. /*ref*/BOGDANOVIC, Ivana; OBADOVIC, Dusanka Z.; CVJETICANIN, Stanko; SEGEDINAC, Mirjana; BUDIC, Spomenka.Students' Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them. European Journal of Physics Education, v.6, n.2, p.18-30, 2015. /*ref*/BROWN, Ann L. Knowing when, where, and how to remember: a problem of metacognition. In: GLASER, Robert (Ed.). Advances in instructional psychology. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1978. v. 1. p. 77-165. /*ref*/BROWN, Ann L. Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: WEINERT, Franz E.; KLUWE, Rainer H. (Eds.). Metacognition, motivation and understanding. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1987. p. 65-116. /*ref*/CHI, Michelene T.; GLASER, Robert; REES, Ernest. Expertise in problem solving. In: STERNBERG, Robert J. (Ed.). Advances in the psychology of human intelligence. v. 1. Hilsdale, N.J.: Erlbaum, 1982. /*ref*/CHI, Michelene T.; BASSOK, Miriam; LEWIS, Matthew W.; REIMANN, Peter; GLASER, Robert. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, v.13, p.145-182, 1989. /*ref*/DUARTE, Rosália. Entrevistas em pesquisas qualitativas. Educar em Revista, Paraná, n. 24, p. 213-155, 2004. /*ref*/ERICSSON, K. Anders; SIMON, Herbert. A. Protocol analysis: verbal reports as data. Cambridge: MIT Press, 1993. /*ref*/ERICSSON, K. The influence of experience and deliberate practice on the development of superior expert performance. In: ERICSSON K. Anders; CHARNESS Neil; FELTOVICH Paul J.; HOFFMAN, Robert R. (Eds.).Cambridge handbook of expertise and expert performance. Cambridge, UK: Cambridge University Press, 2006, p. 685-706. /*ref*/FLAVELL, John Hurley. Metacognitive aspects of problem solving. In: RESNICK, Lauren B. (Ed.). The nature of intelligence. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1976.p.231-236. /*ref*/FLAVELL, John Hurley. Metacognition and cognitive monitoring: a new area of cognitive – developmental inquiry. American Psychologist,v. 34, n.10, p.906-911, 1979. /*ref*/GONZÁLEZ, Antonio; FERNÁNDEZ, María-Victoria C.; PAOLONI, Palola-Verónica. Hope and Anxiety in Physics Class: Exploring Their Motivational Antecedents and Influence on Metacognition and Performance. Journal of Research in Science Teaching, v.54, n.5, p. 558-585, 2017. /*ref*/GUNSTONE, Richard F. The importance of specific science content in the enhancement of metacognition.In: FENSHAM, Peter J.; GUNSTONE, Richard F.; WHITE, Richard T. (Eds.).The content of science: A constructivist approach to teaching and learning. Washington: Falmer, 1994. p. 131-146. /*ref*/HACKER, Douglas J. Definitions and empirical foundations. In: HACKER, Douglas J; DUNLOSKY, John; GRAESSER, Arthur. Metacognition in educational theory and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, 1998. p. 1-23. /*ref*/HATTIE, John. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge, 2009. /*ref*/KLUWE, Rainer H. Executive decisions and regulation of problem solving behavior. In: WEINERT, Franz E.; KLUWE; Rainer H. (Eds.). Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987. p.31-64. /*ref*/LARKIN, Jill H. The role of problem representation in physics. In: GENTNER, Dedre; STEVENS, Albert L. (Eds.). Mental Models. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983. p. 75-98. /*ref*/MALONE, Kathy L. Correlations among knowledge structures, force concept inventory, and problem-solving behaviors. Physical Review Special Topics - Physics Education Research, v.4, n.2, 2008. p.020107-1 – 15. /*ref*/MARCONI, Marina de Andrade; LAKATOS, Eva Maria. Fundamentos de metodologia científica. 5. ed.São Paulo: Atlas, 2003. /*ref*/MOREIRA, Marco Antonio. Unidades de Enseñanza Potencialmente Significativas. Aprendizagem Significativa em Revista, v. 1, p. 43-63, 2011. /*ref*/MONEREO, Carles. La enseñanza estratégica: enseñar para la autonomía. In: MONEREO, C. Ser estratégico y autónomo aprendiendo. Barcelona: Graó, 2001. p. 11-27. /*ref*/NASHON, Samson; ANDERSON, David. Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, v.36, n.2, p.39-44, 2004. /*ref*/POL, Henk J.; HARSKAMP, Egbert G.; SUHRE, Cor J. M.; GOEDHART, Martin J. How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities. Computers & Education, v.53, p.34-50, 2009. /*ref*/OTERO, José C. Variables cognitivas y metacognitivas en la comprensión de textos científicos: el papel de los esquemas en el control de la propia comprensión. Enseñanza de las Ciencias, v. 8, n. 1, p. 17-22, 1990. /*ref*/REIF, Frederick; LARKIN, Jill H. Cognition in scientific and everyday domains: comparison and learning implications. Journal of Research in Science Teaching, v.28, n.9, p.733-760, 1991. /*ref*/RIBEIRO, Célia. Metacognição: um apoio ao processo de aprendizagem. Psicologia: reflexão e crítica. 2003. Disponível em: http://www.scielo.br/pdf/prc/v16n1/16802.pdf. Acesso em: 18maio 2017. /*ref*/ROSA, Cleci T. Werner da. A metacognição e as atividades experimentais no ensino de Física. 2011. Tese (Doutorado em Educação Científica e Tecnológica) - Universidade Federal de Santa Catarina, Florianópolis, Brasil, 2011. /*ref*/ROSA, Cleci T. Werner da. Metacognição no ensino de Física: da concepção à aplicação. Passo Fundo: Editora da Universidade de Passo Fundo, 2014. /*ref*/RYAN, Qing X.; FRODERMANN, Evan; HELLER, Kenneth; HSU, Leonardo; MASON, Andrew. Computer Problem-Solving Coaches for Introductory Physics: Design and Usability Studies. Physical Review Physics Education Research, v.12, n.1, p.010105-1-010105-17, 2016. /*ref*/SCHRAW, Gregory; DENNISON, Rayne Sperling. Assessing metacognitive awareness. Contemporary Educational Psychology, v.19, n.4, p.460-475, 1994. /*ref*/SCHRAW, Gregory; CRIPPEN, Kent J.; HARTLEY, Kendall. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, v.36, n.1-2, p.111-139, 2006. /*ref*/TAASOOBSHIRAZI, Gita; FARLEY, John. A multivariate model of physics problem solving. Learning and Individual Differences, v.24, p.53–62, 2013. /*ref*/TRIVIÑOS, Augusto N. S. Introdução à pesquisa em ciências sociais: a pesquisa qualitativa em educação. 4ed.São Paulo: Atlas, 1994. /*ref*/VEENMAN, Marcel V. J. The assessment of metacognitive skills: What can be learnedfrom multimethod designs? In: MOSCHNER, Barbara; ARTELT, Cordula (Eds.). Lernstrategien und metakognition: Implikationenfürforschung und praxis. Berlin: Waxmann, 2005. p.75–97. /*ref*/VEENMAN, Marcel V. J.; VAN HOUT-WOLTERS, Bernardette H. A. M.; AFFLERBACH, Peter A.. Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, v.1, n.1, p. 3–14, 2006. /*ref*/ZOHAR, Anat; BARZILAI, Sarit. A review of research on metacognition in science education: current and future directions. Studies in Science Education, v.49, n.2, p.121–169, 2013. /*ref*/YIN, Robert K. Estudos de caso: planejamento e métodos. Porto Alegre: Bookman, 2015. |
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Direitos autorais 2018 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Direitos autorais 2018 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 |
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Amazônia: Revista de Educação em Ciências e Matemáticas; v. 14, n. 29 (2018): Especial Metacognição & Ensino e Aprendizagem de Ciências e Matemática; 143-160 Amazônia - Journal of Science and Mathematics Education; v. 14, n. 29 (2018): Especial Metacognição & Ensino e Aprendizagem de Ciências e Matemática; 143-160 2317-5125 1980-5128 reponame:Amazônia (Universidade Federal do Pará. Online) instname:Universidade Federal do Pará (UFPA) instacron:UFPA |
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