Metacognitive experiences of high school students in Physics learning
Keywords:
Metacognition, Metacognitive experiences, High school, Physics learningAbstract
In this article we bring the results of a research that sought to understand how high school students perceived and understood their learning in Physics; if they were aware of what they knew or not, of their facilities and difficulties in the learning process; if they were aware of the strategies they used to learn and when these strategies were efficient or not. The data, analyzed through the ATD, were framed in learning perceptions classified into three types: Totality, Partiality or Non-learning. Seventeen categories emerged for Totality, nine for Partiality and twelve for Non-learning.
Downloads
References
BARDIN, L. Análise de conteúdo. São Paulo: Edições 70, 2011.
BOEKAERTS, M. Self-regulated learning: where we are today. International journal of educational research, Turkey, v. 31, n. 6, p. 445-457, 1999.
BROWN, A. L. Knowing when, where, and how to remember: a problem of metacognition. In: GLASSER, R. (Ed.). Advances in instructional psychology. New Jersey: Lawrence Erlbaum Associates, 1987. p. 77-165. v. 1.
CORNOLDI, C. The impact of metacognitive reflection on cognitive control. In: MAZZONI, G.; NELSON, T. O. (Ed.). Metacognition and cognitive neuropsychology: control and monitoring processes. Mahwah: Lawrence Erlbaum Associates, 1998. p. 139-160.
CORRÊA, N. N. G. Mapeamento da percepção do sistema metacognitivo na aprendizagem em Física: um estudo dos relatos de estudantes do Ensino Médio. 191fls. Thesis (Doctorate in Science Teaching and Mathematics Education) – State University of Londrina, Londrina, 2021.
CORRÊA, N. N. G.; PASSOS, M. M.; ARRUDA, S. M. Metacognição e as relações com o saber. Ciência & Educação, Bauru, v. 24, n. 2, p. 517-534, 2018a.
CORRÊA, N. N. G.; PASSOS, M. M.; ARRUDA, S. M. Perfil metacognitivo (Parte II): aplicação de instrumento de análise. Investigações em Ensino de Ciências, Porto Alegre, v. 23, n. 1, p. 230-244, 2018b.
CORRÊA, N. N. G.; PASSOS, M. M.; ARRUDA, S. M.; ROSA, C. T. W. Entendendo a metacognição e sua influência conativa para a aprendizagem. In: CORRÊA, H. E. R.; FIORUCCI, R.; PAIXÃO, S. V. (Org.). Educação (integral) para o século XXI: cognição, aprendizagens e diversidades. Bauru: Gradus Editora, 2021. p. 119-140.
CORRÊA, N. N. G.; PASSOS, M. M.; CORRÊA, H. E. R.; ARRUDA, S. M. Estudo exploratório sobre o uso da palavra “metacognição” em artigos publicados em periódicos brasileiros do ensino de Ciências e Matemática de 2007 a 2017. Caderno Brasileiro de Ensino de Física, Florianópolis, v. 37, n. 1, p. 6-26, 2020.
DEWEY, J. Como pensamos. Barcelona: Paidos, 1933.
EFKLIDES, A. How does metacognition contribute to the regulation of learning? An integrative approach. Psihologijsketeme, [s. l.], v. 23, p. 1-30, 2014.
EFKLIDES, A. Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educational psychologist, [s. l.], v. 46, n. 1, p. 6-25, 2011.
EFKLIDES, A. Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational research review, [s. l.], v. 1, n. 1, p. 3-14, 2006b.
EFKLIDES, A. Metacognition: defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, [s. l.], v. 13, n. 4, p. 277-287, 2008.
EFKLIDES, A. Metacognitive experiences in problem solving. In: EFKLIDES, A. Trends and prospects in motivation research. Dordrecht: Springer, 2001. p. 297-323.
EFKLIDES, A. Metacognitive experiences: the missing link in the self-regulated learning process. Educational Psychology Review, [s. l.], v. 18, n. 3, p. 287-291, 2006a.
EFKLIDES, A. The role of metacognitive experiences in the learning process. Psicothema, Asturias, v. 21, n. 1, p. 76-82, 2009.
EFKLIDES, A. The systemic nature of metacognitive experiences. In: EFKLIDES, A. Metacognition. Boston: Springer, 2002. p. 19-34.
FERNANDEZ-DUQUE, D.; BAIRD, J. A.; POSNER, M. I. Executive attention and metacognitive regulation. Consciousness and Cognition, [s. l.], v. 9, n. 2, p. 288-307, 2000.
FLAVELL, J. H. First Discussant’s Comments: what is memory development the development of? Human Development, [s. l.], v. 14, n. 4, 1971. p. 272-278.
FLAVELL, J. H. Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American psychologist, [s. l.], v. 34, n. 10, p. 906, 1979.
FLAVELL, J. H.; WELLMAN, H. M. Metamemory. In: KAIL, R. V.; HAGEN, J. W. (Ed.). Perspectives on the development of memory and cognition. New Jersey: Lawrence Erlbaum Associates, 1977. p. 3-33.
FONSECA, V. Desenvolvimento cognitivo e processo de ensino-aprendizagem: abordagem psicopedagógica à luz de Vygotsky. Petrópolis: Vozes, 2018.
HACKER, D. J.; DUNLOSKY, J.; GRAESSER, A. C. (Ed.). Metacognition in educational theory and practice. Routledge, 1998.
HARTMAN, H. J. Developing students’ metacognitive knowledge and skills. In: HARTMAN, H. J. Metacognition in learning and instruction. Dordrecht: Springer, 2001. p. 33-68.
ILLERIS, K. Uma compreensão abrangente sobre a aprendizagem humana. Teorias contemporâneas da aprendizagem. Porto Alegre: Penso, 2013. p. 15-30.
MORAES, R.; GALIAZZI, M. C. Análise textual discursiva. Ijuí: Unijuí, 2011.
NELSON, T. O.; NARENS, L. Why investigate metacognition. In: METCALFE, J.; SHIMAMURA, A. P. (Ed.). Metacognition: knowing about knowing. Cambridge: MIT Press, 1994. p. 1-26.
NOUSHAD, P. P. Cognitions about cognitions: the theory of metacognition. ERIC Clearinghouse, 2008. p. 1-23.
ROSA, C. T. W. Instrumento para avaliação do uso de estratégias metacognitivas nas atividades experimentais de Física. Revista Thema, [s. l.], v. 14, n. 2, p. 182-193, 2017.
SCHRAW, G. Promoting general metacognitive awareness. Instructional science, [s. l.], v. 26, n. 1-2, p. 113-125, 1998.
SCHRAW, G. Measuring metacognitive judgments. In: Handbook of metacognition in education. Routledge, 2009. p. 427-441.
SCHRAW, G.; DENNISON, R. S. Assessing metacognitive awareness. Contemporary educational psychology, [s. l.], v. 19, n. 4, p. 460-475, 1994.
SCHRAW, G.; MOSHMAN, D. Metacognitive theories. Educational psychology review, [s. l.], v. 7, n. 4, p. 351-371, 1995.
TARRICONE, P. The taxonomy of metacognition. New York: Psychology Press, 2011.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Revista Internacional de Pesquisa em Didática das Ciências e Matemática
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
