A metacognitive strategy and self-regulation processes in solving Physics problems

• Autor(a) principal: Vargas, María Rosa Suárez
• Data de Publicação: 2009
• Outros Autores: Cudmani, Leonor
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p514

This work is part of a wider research which aims at the design ofcurricular strategies regarding learning evaluation focusing inmetacognitive and self-regulation processes, thus widening theidea that an evaluation is just a synonym for a “passing score”. Inthis work, the importance of metacognition and self-regulation oflearning and evaluation of Physics will be analyzed. A frame ofreference will be developed to create criteria to be used as a guidefor learning and teaching activities. What is more, a classroomstrategy will be created to work with students of HighSchool. The systematic analysis of the proposed data collection instrumentsshows that it fits the objectives and the theoretical modelthat guides the research. The implementation of this strategy,gives some evidence to suppose that this instrument helps the studentsnot only to find ways to solve problems but also to reflex ontheir own difficulties during the process of resolution. Moreover,this strategy revalues the function of the evaluation and let theteacher knows the difficulties of the learning process in order tofeedback the teaching process.