Resumen

ROSA, Cleci Werner da  y  ALVES FILHO, José de Pinho. METACOGNITION AND ACTIVITIES IN EXPERIMENTAL PHYSICS: THEORETICAL APPROACHES. Ens. Pesqui. Educ. Ciênc. [online]. 2013, vol.15, n.1, pp.95-111. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172014150107.

This study refers to a theoretical investigation to establish the concept of metacognition and its elements that could be leveraged in experimental activities carried out in Physics High school. Due to the different meanings of the term in literature and the promising results of its inclusion in the educational context, it is deemed appropriate to carry out an identification in international studies in order to establish when this thought may be enhanced by the teacher, qualifying learning. As a result, we identifies six metacognitive elements that are also present in the experimental activities and need to be understood as fertile, not only in cognitive terms, but also in the establishing a culture of evocation of metacognitive thinking.

Palabras clave : Metacognitive Thinking; Experimental Activities; Teaching Physics..

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