A metacognitive strategy and self-regulation processes in solving Physics problems

Abstract

This work is part of a wider research which aims at the design of
curricular strategies regarding learning evaluation focusing in
metacognitive and self-regulation processes, thus widening the
idea that an evaluation is just a synonym for a “passing score”. In
this work, the importance of metacognition and self-regulation of
learning and evaluation of Physics will be analyzed. A frame of
reference will be developed to create criteria to be used as a guide
for learning and teaching activities. What is more, a classroom
strategy will be created to work with students of High
School. The systematic analysis of the proposed data collection instruments
shows that it fits the objectives and the theoretical model
that guides the research. The implementation of this strategy,
gives some evidence to suppose that this instrument helps the students
not only to find ways to solve problems but also to reflex on
their own difficulties during the process of resolution. Moreover,
this strategy revalues the function of the evaluation and let the
teacher knows the difficulties of the learning process in order to
feedback the teaching process.