AFFECTION AND METACOGNITION IN STUDENTS' PERCEPTIONS ABOUT THEIR OWN PHYSICS LEARNING

Physics teaching and learning processes' complexity is a challenge for both teachers and researchers in science education. In this study, we investigated how students' perceptions of their own physics learning are related to cognitive, affective and metacognitive aspects involved in such processes. Answers given by high school students to a questionnaire with open questions were analyzed. The Vygotskian perspective of relationship between cognition and affectivity and metacognitive knowledge were used as theoretical framework. It was possible to conclude that the students' perceptions about their learning, expressed in metacognitive knowledge, put the teacher and his teaching's perspective in a central position in the explanations of success. On the other hand, the questionnaire's answers indicated personal characteristics as the main responsible for failure.

Keywords:
Learning; Affectivity; Metacognition.