Estratégias metacognitivas no ensino de ciências no 3º ano do ensino fundamental

Abstract

This dissertation analyzes how metacognition is to be used by teachers in the early years of Elementary School, mainly as a strategy towards learning-teaching processes, in order to investigate how the use of metacognitive activities may ease teaching about Life and Evolution in 3rd grade of Elementary School. The main research objective is to produce and analyze a set of strategies and activities of metacognitive nature regarding Life and Evolution, which are to be used in Science classes in 3rd grade of Elementary School. Not only a brief literature review about the relationship between metacognition and education is presented, as it is discussed how the scholarship on metacognition may contribute to an improvement of Science teaching in the early years, and how it may be a theoretical frame of reference for composing educational strategies and activities able to stimulate acquisition and development of metacognitive skills in school-aged children. The analysis of the proposed activities, of a qualitative nature, was carried out through elaboration and application of an analysis protocol of educational products, which was answered by ten teachers with large experience regarding classes in Elementary School early years. All teachers evaluated general aspects and all six proposed activities in the product. Through the set of analyses results showed that, even though it still might be perfected, different aspects of the didactical product were well evaluated, and considered to be innovative by the teachers who analyzed it, which leads to it showing a great potential and facticity for being used in Science classes for which the product was initially thought.