Promoting self-regulation in solving problems in physics

Abstract

Self-regulation is an effective strategy to develop competence in learning to learn, and in scientific literacy. This paper presents an activity aimed to promote the development of the ability of students 16 to 17 years old to self-regulate the processes of solving physics problems, and self-assessment activity as the process itself occurs. The analysis of the data from its application shows, firstly, that students improve their results and the positive assessment made of the process and, furthermore, its influence on the change in the daily work of the teacher.

Keywords:
Self-regulation; Problem solving; Physics teaching; Scaffolding; Self-assessment