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

Montecinos, Alicia Muriel

doi:10.1590/S1806-11173721682

Alicia Muriel Montecinos ¹1E-mail: montecinos.alicia@gmail.com.

Instituto de Física, Facultad de Ciencia, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile

1E-mail: montecinos.alicia@gmail.com.

Figures (15)
Tables (4)

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Figure 1
Interaction flow between the theoretical background topics and the TLS, including the Kolb cycle, the metacognitive skills (accordingly to their emerging moment), and some cooperative learning elements.

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Figure 2
Two student’s pre-test results about a free fall model. An in-deep analysis of emerging categories was avoided, to concentrate on the TLS construction. Nevertheless, the examples fall into the known misconceptions.

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Figure 3
Tutorial sheet, page one, for group 6. It shows the correction they performed using a red pen.

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Figure 4
Tutorial sheet, page two, for group 6. Students took notes in the spaces, according to the application of the method.

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Table 1
Results for the first pilot group. Stages a, b and c refers to the Kolb learning cycle. The pre-test score is the average from the members of each group, while the tutorial’s scores are the group’s result. All scores range from 0 to 3. A distinction is made about the moment in which the students corrected their models, on the last column of the table.

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Table 2
Results for 15 students from the second pilot group. In this case, three groups achieved their corrections during the stage b of the TLS, while the other three groups successfully corrected the models during stage c.

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Table 3
Affirmations questionnaire to generate information about students’ opinions and beliefs regarding their experience traditionally scored from 1 (completely disagree) to 5 (completely agree) by a Likert equally spaced scale. The most frequent value (or mode, m) is shown on the second column. N = 29.

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Table 4
Frequency percentages of the questionnaire. Column A corresponds to Likert levels 1 and 2. Column B corresponds to Likert levels 4 and 5, while column C represents the neutral value. The Chi square was used in order to explore the null hypothesis. N = 29.

Group	Stage a: Pre-test score (average)	Stage b: First part of the tutorial score	Stage c: Second part of the tutorial score	Comments
1	1	2	3	The group successfully corrected the models in stage c
2	1	3	3	The group successfully corrected the models in stage b
3	1	2	3	The group successfully corrected the models in stage c
4	0,67	1	2	The group makes a partial correction, because their velocity graph ends at mid air, but it is still a linear model with a correct negative incline
5	1	3	3	The group successfully corrected the models in stage b
6	1,67	2	3	The group successfully corrected the models in stage c
7	0,67	3	3	The group successfully corrected the models in stage b
8	1,33	2	3	The group successfully corrected the models in stage c

Group	Stage a: Pre-test score (average)	Stage b: First part of the tutorial score	Stage c: Second part of the tutorial score	Comments
1	0,67	3	3	The group successfully corrected the models in stage b
2	1,67	3	3	The group successfully corrected the models in stage b
3	1	2	3	The group successfully corrected the models in stage c
4	1,33	3	3	The group successfully corrected the models in stage b
5	0	0	3	The group successfully corrected the models in stage b This group needed more guidance from the professor than the rest of the course, mostly because of their poor prior knowledge
6	0,33	0	3	The group successfully corrected the models in stage c

Affirmation	m
I was able to easily understand the step by step instructions of the tutorial	5
I consider that this tutorial is pertinent to our Course	5
I believe that the tutorial stimulated in me a cooperative working approach towards my group companions	5
I consider that I could have satisfactory answered the tutorial individually, without the help from my group companions	2
I consider that we could work really well, without the constant orientation from our Professor	5
I was able to analyze the consistency between the graphs, using the derivative concept	5
I consider that the tutorial aims to teach me a strategy for construction and check of position, velocity and acceleration graphs	5
I consider that in the future, I will be able to use the same strategy shown in the tutorial, in similar exercises, by my own	4
Previously to the tutorial, I had a strategy to construct and check position, velocity and acceleration graphs, similar or more efficient	2
I would recommend this tutorial to a friend, undergoing the same Course	5

Category	Affirmation	Frequency values percentage %

		A Disagreement (1,2)	B Agreement (4,5)	C Neutral (3)	p-value
I	1	0,0	93,1	6,9	<0,01
	2	0,0	96,6	3,4	<0,01
	10	0,0	93,1	6,9	<0,01
II	3	0,0	86,2	13,8	<0,01
	4	41,4	20,7	37,9	0,343
	5	10,3	13,8	75,9	<0,01
III	6	13,8	82,8	3,4	<0,01
	7	0,0	100,0	0,0	<0,01
	8	3,4	82,8	13,8	<0,01
	9	41,4	31,0	27,6	0,639

[1] 1E-mail: montecinos.alicia@gmail.com.

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

(TLS para produzir estratégias metacognitivas sobre modelo cinemáticos num contexto de ensino cooperativo)