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

Abstract

This manuscript proposes a teaching-learning sequence (or TLS) for undergraduate students with prior calculus background about kinematics models, based on metacognition and cooperative learning. It aims to help them to acquire a well-structured, simple and short strategy to check their graphs of position, velocity and acceleration, in which the method is based on derivatives. It may be used in courses addressed with traditional methods, but it is designed for active learning approaches. This TLS was twice piloted, mainly with sophomore engineering students, having positive results, and it is offered as a contribution for the growing international repository of physics TLSs.