Identifying valuable components of student behavior: Things they do right when they solve wrong.

COLEONI, ENRIQUE; BUTELER, LAURA

Electronic Journal of Science Education

University of Nevada

Año: 2009 vol. 13 p. 100 - 115

1087-3430

The present study explores and characterizes some metacognitive abilities of students of an introductory university-level physics course. This characterization is done in the context of solving problems on magnetism. The study is based on a manifold view of cognition as the one in the theoretical framework proposed by Hammer, Redish and others (Hammer & Elby, 2003, Hammer et al, 2005) according to which subjects? cognition is the result of the context-sensitive activation of cognitive resources. Within this framework, metacognition is studied together with subjects? cognitive productions. Results show that students, considered novices, have a series of metacognitive abilities, from which they can construct their metacognitive expertise. This could help to better understand the process by which students do this during their learing processes