Análisis de protocolos de pensar en voz alta en estudiantes de educación secundariaInnovación en la asignatura de física

Abstract

Recent researches on metacognition reveal that the use of on-line assessment methods (protocols think aloud) allow to analyse better students´ metacognitive skills use during solving problems than off-line assessment methods (questionnaires, scales). The analysis of think aloud protocols facilitates of the quality metacognitive outcomes by four criteria 1) Orientation (resolution process and activation of prior knowledges), 2) Planning (sequencing step of resolution process), and 3) Assessment (assessment steps in problem solving and their effectiveness) and 4) Elaboration (relationship between sentence problem and found conclusions). Method: The study aim was to analyse if there are relationships between on-line vs off-line information about metacognitive skills use. We worked with 10 4th ESO students in the physics subject. We analysed 499 think aloud protocols in 10 subject-matters. Results: We have not found significant correlations between metacognitive skills to on-line methods and off-line methods assessment. This involve that students perception about their metacognitive skills use does not match with its application in real environments. Students have used in 10 subject-matters planning and self-assessment metacognitive skills. These results came from the study of protocol analysis (100% use). However students´ self-perception was 47% and 53% respectively. Conclusions: For this reason it is necessary to guide teachers to self-regulation metacognitive training. This will improve students´ metacognitive consciousness acquisition.