Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study

Detalhes bibliográficos
Autor(a) principal: da Rosa, Cleci T. Werner
Data de Publicação: 2017
Outros Autores: Ghiggi, Caroline Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p105
Resumo: The present work aims to investigate the activity of pencil-paper problem solving regarding the importance of providing students with moments of awareness about their knowledge, stimulation of monitoring, and exercise of control over actions. Particularly, the study seeks to assess academic performance of high school students in pencil-paper problem solving situations, guided by instructions that require them to recreate the title and illustrate the problem using their previous knowledge. The theoretical basis is linked to the introduction of metacognitive learning strategies as potential aid for students in understanding and solving Physics problems. The qualitative investigation seeks to analyze and compare two classes of the first year of high school - one class was instructed to use metacognitive thinking and the other one was not - regarding their academic performances faced with four classic kinematics problems. The results indicate that the didactic proposal involving the use of metacognitive learning strategies is more efficient in terms of student dialog with the problems presented aiming to solve them, and the number of right answers in the questions proposed.
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spelling Monitoring and control metacognitive in solving problems in physics: analysis of a comparative studyMonitoramento e controle metacognitivo na resolução de problemas em física: análise de um estudo comparativoThe present work aims to investigate the activity of pencil-paper problem solving regarding the importance of providing students with moments of awareness about their knowledge, stimulation of monitoring, and exercise of control over actions. Particularly, the study seeks to assess academic performance of high school students in pencil-paper problem solving situations, guided by instructions that require them to recreate the title and illustrate the problem using their previous knowledge. The theoretical basis is linked to the introduction of metacognitive learning strategies as potential aid for students in understanding and solving Physics problems. The qualitative investigation seeks to analyze and compare two classes of the first year of high school - one class was instructed to use metacognitive thinking and the other one was not - regarding their academic performances faced with four classic kinematics problems. The results indicate that the didactic proposal involving the use of metacognitive learning strategies is more efficient in terms of student dialog with the problems presented aiming to solve them, and the number of right answers in the questions proposed.O presente trabalho tem a finalidade de investigar a atividade de resolução de problemas do tipo lápis e papel, em termos da importância de se favorecer aos estudantes momentos de tomada de consciência sobre seus conhecimentos, de estimular a monitoração e de exercer o controle das ações. De forma mais específica, o estudo busca avaliar o desempenho acadêmico dos estudantes do ensino médio em situações de resolução de problemas do tipo lápis e papel, quando guiados por instruções que levam à necessidade de reelaborar o enunciado e ilustrar o problema utilizando os seus conhecimentos prévios. O embasamento teórico encontra-se vinculado à inserção de estratégias de aprendizagem metacognitivas como possibilidade de auxiliar os estudantes na compreensão e solução dos problemas em Física. A investigação, de cunho qualitativo, busca analisar e comparar duas turmas de primeiro ano do ensino médio – sendo uma orientada para recorrer ao pensamento metacognitivo e outra não – quanto aos seus desempenhos acadêmicos, diante de quatro problemas clássicos de cinemática. Os resultados apontam que a proposta didática envolvendo o uso de estratégia de aprendizagem metacognitiva mostra-se mais eficiente em termos de diálogos dos alunos com os problemas apresentados, na busca por solucionar os problemas, e do número de acertos nas questões propostas. Universidade Federal de Santa Catarina2017-11-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p10510.5007/1982-5153.2017v10n2p105Alexandria: Revista de Educação em Ciência e Tecnologia; v. 10 n. 2 (2017); 105-1251982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p105/35387Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessda Rosa, Cleci T. WernerGhiggi, Caroline Maria2018-03-16T11:16:20Zoai:periodicos.ufsc.br:article/45629Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-03-16T11:16:20Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
Monitoramento e controle metacognitivo na resolução de problemas em física: análise de um estudo comparativo
title Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
spellingShingle Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
da Rosa, Cleci T. Werner
title_short Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
title_full Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
title_fullStr Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
title_full_unstemmed Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
title_sort Monitoring and control metacognitive in solving problems in physics: analysis of a comparative study
author da Rosa, Cleci T. Werner
author_facet da Rosa, Cleci T. Werner
Ghiggi, Caroline Maria
author_role author
author2 Ghiggi, Caroline Maria
author2_role author
dc.contributor.author.fl_str_mv da Rosa, Cleci T. Werner
Ghiggi, Caroline Maria
description The present work aims to investigate the activity of pencil-paper problem solving regarding the importance of providing students with moments of awareness about their knowledge, stimulation of monitoring, and exercise of control over actions. Particularly, the study seeks to assess academic performance of high school students in pencil-paper problem solving situations, guided by instructions that require them to recreate the title and illustrate the problem using their previous knowledge. The theoretical basis is linked to the introduction of metacognitive learning strategies as potential aid for students in understanding and solving Physics problems. The qualitative investigation seeks to analyze and compare two classes of the first year of high school - one class was instructed to use metacognitive thinking and the other one was not - regarding their academic performances faced with four classic kinematics problems. The results indicate that the didactic proposal involving the use of metacognitive learning strategies is more efficient in terms of student dialog with the problems presented aiming to solve them, and the number of right answers in the questions proposed.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-24
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/alexandria/article/view/1982-5153.2017v10n2p105
10.5007/1982-5153.2017v10n2p105
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p105
identifier_str_mv 10.5007/1982-5153.2017v10n2p105
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2017v10n2p105/35387
dc.rights.driver.fl_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 10 n. 2 (2017); 105-125
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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