Metacognitive self-regulation as a means to facilitate transference into mechanics
Info
Fundamentals and current research lines
pp. 249-263
Published:
24-11-2014
Authors
- Julià Hinojosa Lobato (ES)
- Neus Sanmartí Puig (ES)
Abstract
In this paper a pre-assessment activity of Newtonian mechanics for 17 year-old students is analyzed. In the activity, students need to use Newtonian mechanics to formulate hypothesis, justify predictions and draw conclusions based on the results of an experiment. The analysis of these justifications helps to identify some of the difficulties that the students encountered. The assessment of metacognitive reflection about how theoretical concepts are used is also analyzed. Results show that when students use metacognitive strategies, a deeper understanding of the ideas, as well as a better coherence in between the mental model and the observation, is identified.Keywords
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