What have I understood? what do not I still understand? : promoting self-reflection in science classroom

This paper presents an educational experience oriented to promote in students strategies of self-reflection of learning. The aim was to encourage the basic competency for learning to learn in sciences classroom. The experience was carried out in physics and chemistry classes with a natural group of 19 students aged 15-16 years. A continued self-reflection of learning was encouraged among students, in a context of socioconstructivism learning. Concretely, it was sought that they reflected about their difficulties and progresses during the learning process, valuing the educational factors and situations that propitiated these. The self-reflections written by students in their notebooks were analyzed. Also personal interviews were made in order to deep about it and to complement the information obtained from notebooks. The results revealed that when students reflect on selflearning they end up being aware of their achievements and difficulties of learning. Also students recognized that self-reflection helped them to progress in their learning.