Abstract:
In this article we present the self-regulation process like a fundamental practice in the meaning construction in Sciences. It is a process oriented to promote the pupil's autonomous learning, by means of strategies that allow him to know, to develop and to use their own capacities. In order to value the efficiency of the self-regulation process in physics learning, we present the results of a case study carried out with pupils of Secondary School (15 years). We describe the strategies planed to apply this process in the classroom. As well, we analyse the obtained results, in order to value how pupils learn by means of this methodology.
Keywords:
autonomous learning; physics learning; self-regulation multimodality.