Metacognitive strategies in physics teaching: analysis of a didactic intervention guided by metacognitive questions
DOI:
https://doi.org/10.22600/1518-8795.ienci2022v27n3p291Keywords:
Metacognition, Physics teaching, High School, Self-regulationAbstract
The study assumes that metacognitive thinking represents a possibility to qualify learning in Physics and, from that, structures didactic actions oriented to its activation, in order to assess its relevance with high school students. As a central question, it infers the following question: what effects are perceived in and by students in terms of the use of metacognitive thinking, in the face of a process of didactic intervention in Physics guided by metacognitive strategies? To answer it, the study is concerned with designing and applying in five meetings a set of activities guided by metacognitive questions from the study by Rosa (2011), to address topics of hydrostatics in the second year of high school through synchronous remote activities. The qualitative approach research is linked to the analysis of these activities in terms of favoring the activation of metacognitive thinking, using the production of data through a questionnaire answered by the students before and after the intervention and by recordings of the dialogues of these students during the activities. As a result, the study points out that for the four participating students, there was an evolution in the use of metacognitive thinking, but in different proportions and for different metacognitive elements. The study also points out that metacognitive strategies are relevant to be associated with teaching activities, since they provide opportunities for students to become aware of their knowledge, as well as control their actions.References
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