Resumo

TAMAYO-ALZATE, Óscar Eugenio; CADAVID-ALZATE, Valentina  e  MONTOYA-LONDONO, Diana Marcela. Metacognitive Analysis in Elementary School Students During the Resolution of Two Experimental Situations in Science Class. Rev. colomb. educ. [online]. 2019, n.76, pp.117-141. ISSN 0120-3916.  https://doi.org/10.17227/rce.num76-4188.

The goal of this article was to describe the performance of a group of elementary and secondary school students, in the knowledge and metacognitive regulation categories, during the process of solving two experimental situations carried out in science class. To that end, a qualitative research with a descriptive-interpretative scope was developed, which took place during the second semester of 2015. The sample consisted of 33 children in an age range of 10 to 12 years old from a public school in the city of Manizales. The data was obtained by solving two experimental situations: a combustion task and a pendular movement. The content of 330 statements given by the students to the proposed evaluation tasks was analyzed. The answers given by the students were placed around two central categories of analysis: metacognitive knowledge and metacognitive regulation. It was found that the explanations regarding the knowledge and regulation components given by the students are mediated by a phenomenal approach to the analyzed experiment. The students perform linear causal reasoning and use a vague and undifferentiated language to express their ideas in front of the concepts studied

Palavras-chave : metacognition; problem solving; children; science education.

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