Explorando o uso de atividades metacognitivamente orientadas para ensinar transformações da matéria do ensino fundamental

Abstract

This study reports the process of production, implementation, and analysis of a set of metacognitive strategies and activities aimed at teaching chemistry concepts and skills to elementary education students. The proposed activities were developed to encourage students to reflect on their own learning process. The study also presents a literature review on the relationship between metacognition and science teaching and learning, with an emphasis on chemistry, and discusses how didactic recommendations derived from metacognition research can significantly contribute to improving science education in elementary schools. The research also highlights how these studies can serve as a theoretical framework for creating teaching strategies that not only promote scientific literacy but also favor the acquisition and development of metacognitive skills, which are essential for learning autonomy and intellectual development. The analysis of the effects of the proposed activities, of a qualitative nature, was conducted through the development and implementation of an educational product called “Metacognitive Strategies in Practical Science Activities – Matter Transformation,” in a 9th-grade class in elementary education. This educational product included activities that address basic concepts of matter transformation. The analysis results indicate that the proposed set of information and tasks has the potential to create a more dynamic and interactive learning environment, promoting collaboration between students and teachers. Additionally, the data suggest that using the proposed strategies contributes to increasing students' motivation and enthusiasm for learning chemistry content, facilitating the understanding of scientific concepts. The activities also proved effective in boosting students' scientific literacy while stimulating the acquisition and use of metacognitive skills, such as reflecting on their own learning process and adopting strategies to solve problems more effectively.