Actividades experimentales en el laboratorio de Física para el desarrollo de la reflexión metacognitiva.

Abstract

This integration work is developed based on the line of research, comprehensive training and teaching professional development, by proposing a didactic strategy based on experimental activities in the Physics laboratory. The contextualization of the problem arises from the observation of Physics classes in the third year of BGU of the Luis Cordero Educational Unit, where the absence of experimental activities in the Physics laboratory to develop self-reflection skills on the students' own learning. This research seeks to contribute to the development of metacognitive reflection in third-year BGU students, through the design and application of an educational intervention proposal based on experimental activities in the Physics laboratory and the evaluation of its impact on metacognitive reflection. The methodology has a socio-critical approach, which combines quantitative and qualitative elements. A quasi-experimental design is used with two parallel groups as a sample. The experimental activities were designed at three levels of achievement. The implementation provided positive results in active participation, practical application of theoretical knowledge and an improvement in the development of metacognitive reflection. In conclusion, experimental activities in the Physics laboratory have proven to be effective for the development of metacognitive reflection in third-year high school students, and suggest an innovative solution to the challenges identified in the teaching of Physics.