Navegando por Assunto "Metacognitive skills"

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Estratégias metacognitivas no ensino de ciências para estudantes dos anos iniciais: estimulando o aprender a aprender!
(Universidade Federal do Pará, 2020-04-27) GOMES, Mayara Souza; Brabo, Jesus de Nazaré Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This research describes and analyzes didactic interventions in science teaching, consisting of tasks and strategies specifically designed to awaken and / or exercise metacognitive skills in children of the early years, put into practice in a class of students of the 4th year of elementary school of a riverside school located in the rural area of the northeast region of Pará. It is also proposed a protocol for collecting and analyzing evidence of metacognitive skills in students of basic education. When considering the official documents that indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and in order to contribute to research in the area, the research problem was thought: “What are the possible educational benefits of using certain teaching strategies of metacognitive guidance in classes of students in the early years? ” The analysis and qualitative data of this indicated that this type of activity has an interesting potential to create a favorable environment for students to interact with teachers and colleagues, improve motivation and enthusiasm to learn about the subject and stimulate the acquisition and use of metacognitive skills . Inserted in this dissertation, as a didactic product, examples and guidelines for the use of metacognitive strategies, which can be used in didactic activities in classes of the early years.
Acesso aberto (Open Access)
O potencial da composição de infográficos para o desenvolvimento de habilidades metacognitivas
(Universidade Federal do Pará, 2020-07-15) CONTENTE, Isabela Cristina Ribeiro Portugal; BRABO, Jesus Cardoso; http://lattes.cnpq.br/8186834432543140; https://orcid.org/0000-0001-6757-0540
This work aimed to understand how infographics development activities favor the practice and acquisition of metacognitive skills and whether the use of such a strategy contributes to the learning of scientific and philosophical knowledge covered during two disciplines of a teacher training course for initial years of elementary school. Based on the metacognitive theory proposed by John Flavell. Although it cannot be considered a prototypical ethnographic research, this research makes use of the techniques that have traditionally been associated with ethnography, and was developed in two different undergraduate classes, from the teacher training course for the initial years, Integrated Degree in Science , Mathematics and Languages - LICML, linked to the Institute of Mathematical and Scientific Education of the Federal University of Pará. The research consisted in the elaboration of infographics, object of research in both classes, but with different target subjects in each of them, because they were different disciplines, although taught by the same teacher. The categories of metacognitive skills, proposed a priori, were based on the different metacognitive skills originally proposed in the Metacognitive Awareness Questionnaire by Schraw and Denisson (1994) and qualitatively categorized any signs of occurrence of manifestation of certain metacognitive skills observed in the reports, behaviors and / or written productions of students regarding the tasks proposed in class. The results suggest that the involvement of students in carrying out the activity, allows them to perceive their difficulties and limitations, seek different strategies to overcome them, improve previous knowledge, better understand new information and practice their creativity. The production of infographics, in the investigated contexts, allowed the recurrent use of specific classes of knowledge and metacognitive regulation, which allows us to infer that the elaboration of infographics can be an interesting tool to stimulate these classes in question.