TLS aimed to stimulate the attainment of a metacognitive strategy on kinematics models, within a cooperative learning approach

Alicia M Montecinos

doi:10.1590/s1806-11173721682

Abstract

<p>This manuscript proposes a teaching-learning sequence (or TLS) for undergraduate students with prior calculus background about kinematics models, based on metacognition and cooperative learning. It aims to help them to acquire a well-structured, simple and short strategy to check their graphs of position, velocity and acceleration, in which the method is based on derivatives. It may be used in courses addressed with traditional methods, but it is designed for active learning approaches. This TLS was twice piloted, mainly with sophomore engineering students, having positive results, and it is offered as a contribution for the growing international repository of physics TLSs.</p>

Highlights

The result of a pre test for a lab session taken during the 2013 fall semester suggested that students were capable of memorizing the acceleration model for the free fall kinematic model, whilst not showing any evidence towards understanding its significance at any level
The proposed TLS rests on two theoretical backgrounds: metacognitive skills and cooperative learning, and it is sequenced according to the Kolb cycle
Metacognitive skills refers to acquired abilities that allows monitoring, guiding, steering, and controlling one’s learning and problem-solving behavior, as ex

Summary

Introduction

The result of a pre test for a lab session taken during the 2013 fall semester suggested that students were capable of memorizing the acceleration model for the free fall kinematic model, whilst not showing any evidence towards understanding its significance at any level. This conclusion was made under the light of the evidence analyzed in previous work [1]. The proposed TLS rests on two theoretical backgrounds: metacognitive skills and cooperative learning, and it is sequenced according to the Kolb cycle.

Methods

Results

Conclusion