%0 Journal Article
%T Self-assessment as a strategy for developing metacognition in science classes
%A Marta Maximo Pereira
%A Viviane Abreu de Andrade
%J Investiga£¿£¿es em Ensino de Ci¨ºncias
%D 2013
%I Universidade Federal do Rio Grande do Sul
%X This paper presents a descriptive study, with a qualitative approach, in which a self-assessment activity was used as a tool for the interpretative analysis of the metacognitive knowledge and strategies adopted by students in Physics classes. The activity of self-assessment was carried out in 2009 by students of three classes of the second year of High School at the Federal Center for Technological Education Celso Suckow da Fonseca (CEFET/RJ UnED NI) in Nova Igua u, Rio de Janeiro, Brazil. The analysis allowed us to associate the elements mentioned in the students¡¯ texts with metacognitive knowledge. Thus, we suggest that writing a self-assessment can be both a strategy of cognitive self-regulation and monitoring, improving learning, and a tool for research on metacognition.
%K self-assessment
%K metacognition
%K learning
%K teaching science
%U http://www.if.ufrgs.br/ienci/artigos/Artigo_ID310/v17_n3_a2012.pdf