Atividades experimentais e simulações computacionais e o pensamento metacognitivo como recursos para o ensino de Física

Abstract

This article presents part of a research for a doctoral thesis that aimed to analyze evidence of metacognitive thinking of Engineering students, in the discipline of Physics I, when challenged to solve problem-situations in which they can make use of experimental material or computational simulation. The discussions carried out on the use of different resources to solve the problem situations proposed in the activity guide and the evocation of metacognitive thinking will be presented. The resources are: materials for practical experimentation, access links to the simulators, class materials, such as notes and summaries, free internet access and textbooks. The analysis was developed in each of the three didactic interventions carried out. It is inferred that, regarding the use of the resource, the fact is not directly related to the frquence that the subject uses or which one, but rather how he self-regulates in the search for a solution to the problem situation. Another relevant result is that metacognitive awareness is individual and personal and depends on the individual's previous experiences and, in addition to experimentation and simulation, other resources can enhance metacognitive thinking, such as group discussions.