Metacognitive profile (part II): Application of an analytical tool
DOI:
https://doi.org/10.22600/1518-8795.ienci2018v23n1p230Keywords:
Physics Teaching, Metacognition, Discursive Textual Analysis, Metacognitive profileAbstract
In this article we present the results of an investigation that sought to characterize the learning in Physics of high school students, through the perceptions and reflections that make up the metacognitive process of the studied group. The data collection was performed through a collective interview that, after being transcribed, was submitted to the Discursive Textual Analysis procedures. The reports of the seven students who formed the group were classified in fifteen emerging categories, which allowed to highlight the metacognitive profile of each of them. Through the reports it was possible to verify that the students of the group interviewed have a unique perception of how they relate to the learning process and the strategies they use to make the process effective, demonstrating clarity in the recognition of the learning of Physics and the ways they used to effect it.References
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