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

• Main Authors: María Rosa Suárez Vargas, Leonor Cudmani
• Format: Article
• Language: Spanish
• Published: Universidade Federal de Santa Catarina (UFSC) 2009-11-01
• Series: Caderno Brasileiro de Ensino de Física
• Subjects: evaluación; estrategias evaluativas; metacognición; resolución de problemas.
• Online Access: https://periodicos.ufsc.br/index.php/fisica/article/view/11883

This work is part of a wider research which aims at the design of curricular strategies regarding learning evaluation focusing in metacognitive and self-regulation processes, thus widening the idea that an evaluation is just a synonym for a “passing score”. In this work, the importance of metacognition and self-regulation of learning and evaluation of Physics will be analyzed. A frame of reference will be developed to create criteria to be used as a guide for learning and teaching activities. What is more, a classroom strategy will be created to work with students of High School. The systematic analysis of the proposed data collection instruments shows that it fits the objectives and the theoretical model that guides the research. The implementation of this strategy, gives some evidence to suppose that this instrument helps the students not only to find ways to solve problems but also to reflex on their own difficulties during the process of resolution. Moreover, this strategy revalues the function of the evaluation and let the teacher knows the difficulties of the learning process in order to feedback the teaching process.