<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172013000100095</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172014150107</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[METACOGNIÇÃO E AS ATIVIDADES EXPERIMENTAIS EM FÍSICA: APROXIMAÇÕES TEÓRICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[METACOGNITION AND ACTIVITIES IN EXPERIMENTAL PHYSICS: THEORETICAL APPROACHES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Filho]]></surname>
<given-names><![CDATA[José de Pinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo (UPF)  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Programa de Pós-Graduação em Educação Cientifica e Tecnológica (PPGECT) ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2013</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>95</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172013000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172013000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172013000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo refere-se a uma investiga&#231;&#227;o te&#243;rica que teve o objetivo de estabelecer o conceito de metacogni&#231;&#227;o e seus elementos, poss&#237;veis de serem potencializados nas atividades experimentais desenvolvidas na disciplina de F&#237;sica no Ensino M&#233;dio. Devido &#224; polissemia do termo na literatura, e diante dos resultados promissores de sua inser&#231;&#227;o no contexto educacional, julga-se pertinente proceder a uma identifica&#231;&#227;o nas pesquisas internacionais, a fim de estabelecer os momentos em que essa forma de pensamento pode ser potencializada pelo professor, qualificando a aprendizagem. Como resultado, foram identificados seis elementos metacognitivos que, igualmente, se fazem presentes nas atividades experimentais e que, portanto, precisam ser entendidos como f&#233;rteis, n&#227;o somente em termos cognitivos, mas tamb&#233;m para o estabelecimento de uma cultura de evoca&#231;&#227;o do pensamento metacognitivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pensamento Metacognitivo]]></kwd>
<kwd lng="pt"><![CDATA[Atividades Experimentais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Física.]]></kwd>
<kwd lng="en"><![CDATA[Metacognitive Thinking]]></kwd>
<kwd lng="en"><![CDATA[Experimental Activities]]></kwd>
<kwd lng="en"><![CDATA[Teaching Physics.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>1</volume>
<page-range>77-165</page-range><publisher-loc><![CDATA[Hillsdale, New Jersey ]]></publisher-loc>
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</back>
</article>
