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International Journal of Science Education
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For Peer Review Only
selecting, organizing, and processing information, communicating conclusions, etc. Also —as we noted 
above— they had to reflect continually on their learning, and recognize and deal with their errors, difficulties, 
and progress [self-regulation processes]. This all required a major effort on the part of the students as is seen 
in the following statements: 
Student G: "What cost the most was that whenever you did an activity, you had to write a commentary on what 
you had learned, and sometimes I did not know clearly what commentary to write." 
Student B: "The way in which we worked on the subject forced me to pay more attention in class, since I had to 
write up how I had learned and what was said while we were doing the whole-class sessions of the activities." 
Student H: "[…] what required most effort from me… since, sometimes, the things were difficult and you had to 
be looking for information all the time, and asking for help from companions, continuously, to solve the 
activities." 
Also, the students stated that they had found difficulties in understanding some of the concepts and 
phenomena studied, as had been shown by the other evaluation instruments. The following statements are 
examples: 
Student I: "There are aspects that I never managed to understand well, like, for example, that of the behaviour 
of semiconductors at high temperatures. Also, that about doping." 
Student H: "[…] what cost me most to understand was the concept of hole… well, I still do not get it clearly." 
Student J: "What cost me most to understand is that of the hole, and the last part, about doping […]."