<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132014000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudo da viabilidade de uma proposta didática metacognitiva para as atividades experimentais em física]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Werner da]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Filho]]></surname>
<given-names><![CDATA[José de Pinho]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade de Passo Fundo Departamento de Física Programa de Pós-graduação em Ensino de Ciências e Matemática]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de Santa Catarina Programa de Pós-graduação em Educação Científica e Tecnológica ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>01</numero>
<fpage>61</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132014000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132014000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132014000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pautado no ideal de uma educação que prepara indivíduos autônomos, críticos e atuantes na sociedade, o presente trabalho investiga a possibilidade de se inserirem momentos explícitos de evocação do pensamento metacognitivo durante a realização de atividades experimentais de Física no Ensino Médio. O objetivo consiste em proporcionar que os estudantes recorram a essa forma de pensamento durante tais atividades. Partindo-se de estudos anteriores, este busca discutir a viabilidade da aplicação, em sala de aula, dessas atividades. O estudo é regido pelo aspecto construtivista e pela explicitação do pensamento metacognitivo. Em termos metodológicos, a pesquisa recorre à coleta de dados quantitativa, com análise qualitativa, utilizando, como instrumento, uma ficha de observação, elaborada com base nos elementos metacognitivos tidos como atributos de investigação. Os resultados permitem inferir que o modelo se mostra pertinente, revelando que a explicitação de momentos de evocação do pensamento metacognitivo representa uma alternativa à aprendizagem em Física.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Guided by the ideal of an education that prepares autonomous, critical, and active individuals in society, the present paper investigates the possibility of introducing the evocation of explicit moments of metacognitive thinking while carrying experimental Physics activities in High School. The goal is to provide students with recourse to this form of thought during such activities. Based on previous studies, the present one seeks to discuss the feasibility of implementing metacognitive experimental activities in the classroom context. The study is run from a constructivist perspective, and explicitly evokes moments of metacognitive thinking. In methodological terms, the research uses quantitative data collection with qualitative analysis, using as a data collection instrument an observational form based on metacognitive elements considered being investigational attributes. The results allow the conclusion that the model is pertinent; revealing that evoking metacognitive thinking explicitly represents an alternative for the learning of Physics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Atividades Experimentais]]></kwd>
<kwd lng="en"><![CDATA[Physics Teaching]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Experimental Activities]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Estudo  da viabilidade de uma proposta did&aacute;tica metacognitiva para as atividades experimentais  em f&iacute;sica.</h2> <h3>A feasibility study of a metacognitive educational  proposal for experimental activities in physics.</h3>     <p>&nbsp;</p> <h4>Cleci  Werner da Rosa, Jos&eacute; de Pinho Alves Filho    <br> </h4> </font>      ]]></body><back>
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