Spontaneous evocation of metacognitive thought in physics lessons: making comparisons with the day-to-day situations

dc.creator	Cleci Werner da Rosa
dc.creator	José de Pinho Alves Filho
dc.date	2012-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:02Z
dc.date.available	2015-08-12T11:17:02Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/a18503f0a9544becb9a0a906896e2a1d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26046
dc.description	The work refers to a study conducted with students of the first year of high school at a private school in the city of Passo Fundo/RS, Brazil, where was investigated the use of metacognitive thoughts for this pupils in activities the school and in day-to-day life. The goal was to confront the shapes as they are using metacognitive thought, considered inherent to human beings and differential between good and badly succeeded students in Physics, as shown in the search results concerning the resolution of problems. On the basis of the answers to the two questionnaires, each one designed to search the action of students’ thought in different contexts investigated (experimental activities and day-to-day situations), it discusses the results on two categories established (knowledge of knowledge; executive control/ autorregulator), by reference to the understanding of the metacognition term, whose meaning is polysemic in literature, requiring delimitations in relation to the object of study. The results of the survey showed that students have a metacognitive thought and make use of it when it suits them. However, only do it when the situation requires, here expressed by the quotas of day-to-day situations considered as interest by them. In the school environment, this way of thinking was absent for most students, since, by not required for the teacher, it has not been taken by those. Thus, in the end of the study, it points to the importance of the need that the teacher establishes didactic situations of explicit evocation of the metacognitive thought, beyond the understanding of this ritual as something spontaneous in students.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID276/v17_n1_a2012.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 17, Iss 1, Pp 7-19 (2012)
dc.subject	metacognitive thinking
dc.subject	Physics
dc.subject	high school
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Spontaneous evocation of metacognitive thought in physics lessons: making comparisons with the day-to-day situations
dc.type	article