Guided by the ideal of an education that prepares autonomous, critical, and active individuals in society, the present paper investigates the possibility of introducing the evocation of explicit moments of metacognitive thinking while carrying experimental Physics activities in High School. The goal is to provide students with recourse to this form of thought during such activities. Based on previous studies, the present one seeks to discuss the feasibility of implementing metacognitive experimental activities in the classroom context. The study is run from a constructivist perspective, and explicitly evokes moments of metacognitive thinking. In methodological terms, the research uses quantitative data collection with qualitative analysis, using as a data collection instrument an observational form based on metacognitive elements considered being investigational attributes. The results allow the conclusion that the model is pertinent; revealing that evoking metacognitive thinking explicitly represents an alternative for the learning of Physics.
Physics teaching; High School, Metacognition; Experimental activities
