IFEG   20353
INSTITUTO DE FISICA ENRIQUE GAVIOLA
Unidad Ejecutora - UE
artículos
Título:
Identifying Valuable Components Of Student Behavior: Things They Do Right When They Solve Wrong
Autor/es:
COLEONI, ENRIQUE ANDRÉS; BUTELER, LAURA M.
Revista:
Electronic Journal of Science Education
Editorial:
Southwestern University
Referencias:
Año: 2009 vol. 13 p. 100 - 115
ISSN:
1087-3430
Resumen:
<!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:70.85pt 3.0cm 70.85pt 3.0cm; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> 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.