Abstract

LIMA, Keila Padilha de Oliveira Camargo de; PASSOS, Marinez Meneghello  and  LIMA, João Paulo Camargo de. When do I know that I know? When do I know that I learn? Metacognitive reflections of engineering students on Physics. Ciência educ. [online]. 2021, vol.27, e21071.  Epub Oct 02, 2021. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320210071.

In this article, we present the results of an investigation dedicated to interpreting the perceptions of first-year Engineering students at a public university in Paraná state about knowing and learning Physics. Students answered a questionnaire with essay questions about their perceptions about learning and knowing. Based on the students’ answers and Content Analysis procedures, the descriptions of their relationships with knowledge were observed in three domains: epistemic, personal, and social, which had been assumed by a priori categories for the organization of records. The analytical movements allowed us to reveal units of meaning, as well as to identify verbs that characterized the students’ perceptions regarding knowledge and learning of Physics. The results pointed to the meanings of knowing and learning related to: practice/application, the process of reflection, and doubt regarding Physics content.

Keywords : Metacognition; Teaching and learning process; Physics teaching.

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