La v de gowin en el laboratorio de química: Una experiencia didáctica en educación secundaria

this article has as objective to evaluate the potentiality of the v of gowin as a strategy of metacognitive mediation in high school education, with the purpose of improving the processes related to the preparation, development and evaluation of the practical works of the chemistry laboratory. the theoretical support makes reference to the concepts: metacognition and experience of the interceded learning. the qualitative methodological approach, focused on the educational etnography and the simple study of cases, allowed the recollection of information for three academic moments taking into account the participating observation techniques, in-depth interview and raised-voice thoughts. for the data analysis, the work followed the steps of the continuous comparative method. among the conclusions, it remarks that the use of the v of gowin aids the gesticulation and self-regulation of reflexive thinking before, during and after the experimental activities.