To what extent do high school physics students use their own mistakes to learn? An experience on self-regulation in a secondary school classroom

Abstract

In this article, we present the results of an experience in self-regulated learning in a secondary school physics classroom. The main goal of this research is to understand how the students manage the information given by a test about their knowledge and also to assess the efficacy of the self-regulatory processes, which students undertake subsequently. We have found serious deficiencies in these processes and a significant relationship between success at school and them. As a result, we point out the need of implementing strategies in the classroom not only to help students analyze their own mistakes but also to use them as a means to learn in the subsequent decision-making process.