A metacognitive strategy and self-regulation processes in solving Physics problems
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Data de Publicação: | 2009 |
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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 |
Resumo: | 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. |
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Caderno Brasileiro de Ensino de Física (Online) |
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A metacognitive strategy and self-regulation processes in solving Physics problemsUna estrategia metacognitiva y de autorregulación en la resolución de problemas en FísicaThis 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.Este estudio es parte de una investigación más amplia cuyo propósito es el diseño de estrategias curriculares de evaluación del aprendizaje con énfasis en procesos metacognitivos y de autorregulación (MC y AR), superando la concepción reduccionista de evaluación como sinónimo de acreditación. En este trabajo se analiza la importancia de la metacognición y la autorregulación en el aprendizaje de la Física y en su evaluación. Se caracteriza un marco referencial que permita derivar criterios que guíen las actividades de enseñanza y aprendizaje de estos procesos y se diseña y evalúa una estrategia de aula para ser implementada con estudiantes de Física de nivel medio. El análisis sistemático de los instrumentos de recolección de datos propuestos muestra que se ajusta a los objetivos y al modelo teórico que guía la investigación. La aplicación de esta estrategia en la exploración de campo aporta indicios para suponer que este instrumento ayuda a los estudiantes a reflexionar sobre sus propias dificultades en la resolución de problemas y a buscar modos de superarlas. Revaloriza la función de la evaluación permitiendo al docente conocer las dificultades de aprendizaje para retroalimentar el proceso de enseñanza.Imprensa Universitária - UFSC2009-11-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p51410.5007/2175-7941.2009v26n3p514Caderno Brasileiro de Ensino de Física; v. 26 n. 3 (2009); 514-5322175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p514/11145Vargas, María Rosa SuárezCudmani, Leonorinfo:eu-repo/semantics/openAccess2018-03-14T10:09:36Zoai:periodicos.ufsc.br:article/11883Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2018-03-14T10:09:36Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
A metacognitive strategy and self-regulation processes in solving Physics problems Una estrategia metacognitiva y de autorregulación en la resolución de problemas en Física |
title |
A metacognitive strategy and self-regulation processes in solving Physics problems |
spellingShingle |
A metacognitive strategy and self-regulation processes in solving Physics problems Vargas, María Rosa Suárez |
title_short |
A metacognitive strategy and self-regulation processes in solving Physics problems |
title_full |
A metacognitive strategy and self-regulation processes in solving Physics problems |
title_fullStr |
A metacognitive strategy and self-regulation processes in solving Physics problems |
title_full_unstemmed |
A metacognitive strategy and self-regulation processes in solving Physics problems |
title_sort |
A metacognitive strategy and self-regulation processes in solving Physics problems |
author |
Vargas, María Rosa Suárez |
author_facet |
Vargas, María Rosa Suárez Cudmani, Leonor |
author_role |
author |
author2 |
Cudmani, Leonor |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vargas, María Rosa Suárez Cudmani, Leonor |
description |
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. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-11-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p514 10.5007/2175-7941.2009v26n3p514 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p514 |
identifier_str_mv |
10.5007/2175-7941.2009v26n3p514 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/2175-7941.2009v26n3p514/11145 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
dc.source.none.fl_str_mv |
Caderno Brasileiro de Ensino de Física; v. 26 n. 3 (2009); 514-532 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
collection |
Caderno Brasileiro de Ensino de Física (Online) |
repository.name.fl_str_mv |
Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com |
_version_ |
1799940571994783744 |