Peer interaction in solving physics problems: Sociocognitive confrontation and metacognitive aspects

摘要: Abstract Fifity-eight tenth-grade students were divided into four groups, defined according to how each of two phases the task (comprehension and production electrical diagrams) was carried out, alone or in pairs. The effect interaction evaluated for by means an individual post-test. Results show that sociocognitive has a positive on students' performance. By destabilizing familiar problem-solving strategies used students, interactive situation shown be source cognitive progress. Qualitative analysis 16 other working pairs showed peer favors implementation metacognitive mechanisms such as self-regulation selfmonitoring, which turn aid improving their representational skills. In attempt answer theoretical methodological question concerning acquired knowledge change interact, terms microanalysis procedures are discussed.