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vol.11 issue1Physics teaching through metacognitive strategies: analysis of teaching practicesCharacterization of informal reasoning from the use of a socio-scientific question with teachers in training in natural sciences author indexsubject indexarticles search
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Revista electrónica de investigación en educación en ciencias

On-line version ISSN 1850-6666


T. WERNER DA ROSA, Cleci  and  BECKER DA ROSA, Álvaro. Physics teaching through metacognitive strategies: analysis of teaching practices. Rev. electrón. investig. educ. cienc. [online]. 2016, vol.11, n.1, pp.1-11. ISSN 1850-6666.

The present study originates from the identification of difficulties that most teachers present in transposing to the classroom didactic and methodological proposals from researches in education, mainly regarding the teaching of Physics. Aware of this obstacle, the investigation analyzed the development of a set of metacognitive-oriented experimental activities proposed by Rosa (2011), operationalized in the educational context by a duly qualified teacher. The instruments used for data collection were videotapes of classes and a semi-structured interview with teachers. Data were analyzed having as reference the principles indicated by Morereo (2011) which should be considered in educational proposals, in order to join the teaching of metacognitive learning strategies for teaching methodologies. The results suggest limits and potentials of this type of activity, and proved a set of difficulties that teachers may present when proposing innovative actions, different from their teaching practice.

Keywords : Physics teaching; Teaching practice; Metacognitive learning strategies.

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