Self-evaluation as a strategy for developing metacognition in science classes

Authors

  • Marta Maximo Pereira CEFET/RJ UnED Nova Iguaçu e USP, Brasil
  • Viviane Abreu de Andrade CEFET/RJ UnED Nova Iguaçu e Fiocruz/RJ, Brasil

Keywords:

self-evaluation, metacognition, learning, teaching science.

Abstract

This paper presents a descriptive study, with a qualitative approach, in which a selfevaluation activity was used as a tool for the interpretative analysis of the metacognitive knowledge and strategies adopted by students in Physics classes. The activity of self-evaluation was carried out in 2009 by students of three classes of the second year of High School at the Federal Center for Technological Education Celso Suckow da Fonseca (CEFET/RJ UnED NI) in Nova Iguaçu, Rio de Janeiro, Brazil. The analysis allowed us to associate the elements mentioned in the students’ texts with metacognitive knowledge. Thus, we suggest that writing a self-evaluation can be both a strategy of cognitive self-regulation and monitoring, improving learning, and a tool for research on metacognition.

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Published

2016-06-30

How to Cite

Pereira, M. M., & de Andrade, V. A. (2016). Self-evaluation as a strategy for developing metacognition in science classes. Investigations in Science Education, 17(3), 663–674. Retrieved from https://ienci.if.ufrgs.br/index.php/ienci/article/view/180

Issue

Vol. 17 No. 3 (2012): December of 2012

Section

Artigos

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