Do I know what I do and do not know? : the metacognitive potential associated to the production of short videos in physics lessons

• Autor(a) principal: Soares , Cíntia Dilcéia
• Data de Publicação: 2023
• Outros Autores: Werner da Rosa, Cleci Teresinha, Darroz, Luiz Marcelo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/88076
• topic: Metacognição; Vídeos; Ensino médio; Metacognition; Videos; High school

The study starts from the following question: What is the potential of the didactic use of short videos in terms of activating mechanisms for monitoring and controlling self-understanding by High School students? The goal is analyzing the potentiality of using short videos as a strategic didactic resource in Physics able to promote the awareness of the students about their own knowledge or the lack of it. For that, a didactic sequence was structured and applied in a High School classroom using as research data the videos made by the students at the end of the didactic sequence and also a questionnaire linked to the making of these videos. The results reveal that the production of videos enables the activation of the metacognitive thinking as it leads the students to build explanations about the physical phenomenons in question, becoming aware of their own knowledge and tracing strategies to fill gaps, misunderstandings and inconsistencies of knowledge.