%0 Journal Article
%T Identifying Valuable Components of Student Behavior: Things They Do
Right When They Solve Wrong
%A Enrique A. Coleoni
%A Laura M. Buteler
%J Electronic Journal for Research in Science & Mathematics Education
%D 2009
%X The present study explores and characterizes some metacognitive abilities of students in an introductory university-level physics course. This characterization is done in the context of solving problems on magnetism. The study is based on a manifold view of cognition as the one in the theoretical framework proposed by Hammer, Redish and others (Hammer and Elby, 2003, Hammer et al, 2005) according to which subjects¡¯ cognition is the result of the context-sensitive activation of cognitive resources. Within this framework, metacognition is studied together with subjects¡¯ cognitive productions. Results show that students, considered novices, have a series of metacognitive abilities, from which they can construct their metacognitive expertise. This could help to better understand the process by which students do this during their learning processes
%U https://ejse.southwestern.edu/article/view/7801