Metacognitive profile (part II): Application of an analytical tool

Authors

  • Nancy Nazareth Gatzke Corrêa Universidade Estadual do Norte do Paraná Avenida Manoel Ribas, 1.329. CEP: 86400-000. Jacarezinho, Paraná, Brasil.
  • Marinez Meneghello Passos Universidade Estadual de Londrina Rodovia Celso Garcia Cid (PR 445, Km 380), CEP: 86057-970. Londrina, Paraná, Brasil. http://orcid.org/0000-0001-8856-5521
  • Sérgio de Mello Arruda Universidade Tecnológica Federal do Paraná, Avenida dos Pioneiros, 3.131. CEP: 86036-370. Londrina, Paraná, Brasil. Universidade Estadual de Londrina. Rodovia Celso Garcia Cid (PR 445, Km 380), CEP: 86057-970. Londrina, Paraná, Brasil. http://orcid.org/0000-0002-4149-2182

DOI:

https://doi.org/10.22600/1518-8795.ienci2018v23n1p230

Keywords:

Physics Teaching, Metacognition, Discursive Textual Analysis, Metacognitive profile

Abstract

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.

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Published

2018-04-30

How to Cite

Corrêa, N. N. G., Passos, M. M., & Arruda, S. de M. (2018). Metacognitive profile (part II): Application of an analytical tool. Investigations in Science Education, 23(1), 230–244. https://doi.org/10.22600/1518-8795.ienci2018v23n1p230

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