Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente
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| Main Author: | |
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| Publication Date: | 2023 |
| Format: | Doctoral thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2386 |
Summary: | Metacognition concerns the control of cognitive processes by the subject himself in view of the ability to become aware of his knowledge and control his actions. The term, coined by the American psychologist John Hurley Flavell in the 1970s, was initially linked to memory studies and later became part of the field of cognition. Its understanding has undergone adaptations and adaptations to the different areas of knowledge that use it, causing a diversity of definitions, models and associated elements. Despite this diversity of understandings, studies indicate that the use of metacognition as a learning strategy has had an impact on the qualification of this process. However, these same studies highlight gaps in terms of the theoretical body, such as: lack of a consensual understanding or model, or even a metacognitive theory; difficulty in identifying instruments that can assess the use of metacognitive thinking in learning situations; and, the absence of studies in initial or continuing teacher training courses. Based on the above, through a qualitative, interpretationist and descriptive study, the present study aimed to identify the foundations and conceptual bases of metacognition, evaluating its presence in didactic actions and continuing education courses for teachers guided by reflection and examining the foundations of metacognition and how it can be present in the educational context. More specifically, it sought answers to four questions, namely: 1. What theoretical contributions support the understanding of metacognition based on what is brought by Flavell? 2. What models can we identify from this understanding of metacognition? 3. In the field of didactic intervention in Biology, what are the instruments used in research that seeks to associate the activation of metacognitive thinking as an element of the teaching-learning process? 4. What metacognitive characteristics are observed in the design of a continuing education course for university teachers focused on the action-reflection perspective? In the first case, it was possible to identify the bases of metacognition in the studies of John Dewey and Jean Piaget, which reinforces its understanding as a reflective process focused on awareness. In the second question, the existence of nine metacognitive models was identified, each with distinct elements associated with its object or field of study. In the third case, the results showed that questionnaires are researchers' preferred instruments. However, others, such as learning diaries and records, have also been used as a way of identifying the presence of metacognition in the structure of students' thinking during learning activities. Finally, regarding the fourth question, it was possible to identify metacognitive characteristics in the design of a continuing teacher training course, structured from the theoretical and practical perspective of action-reflection, which shows the approximation between metacognitive thinking and reflective thinking in the form as discussed in the course. This approach raises the possibility that metacognitive strategies can be introduced explicitly in the actions designed for the course, reinforcing their contribution to the qualification of the continuing education process of teachers participating in the course |
| _version_ | 1871607613426237440 |
|---|---|
| author | Boszko, Camila |
| author_browse | Boszko, Camila |
| author_facet | Boszko, Camila |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Boszko, Camila |
| dc.contributor.none.fl_str_mv | Rosa, Cleci Teresinha Werner da http://lattes.cnpq.br/2811799682690860 Delord, Gabriela Carolina Cattani |
| dc.date.none.fl_str_mv | 2023-09-05 2025-05-07T14:11:33Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | BOSZKO, Camila. Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente. 2023. 2016 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. https://repositorio.upf.br/handle/123456789/2386 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Metacognição - Educação Professores - Formação Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Metacognition concerns the control of cognitive processes by the subject himself in view of the ability to become aware of his knowledge and control his actions. The term, coined by the American psychologist John Hurley Flavell in the 1970s, was initially linked to memory studies and later became part of the field of cognition. Its understanding has undergone adaptations and adaptations to the different areas of knowledge that use it, causing a diversity of definitions, models and associated elements. Despite this diversity of understandings, studies indicate that the use of metacognition as a learning strategy has had an impact on the qualification of this process. However, these same studies highlight gaps in terms of the theoretical body, such as: lack of a consensual understanding or model, or even a metacognitive theory; difficulty in identifying instruments that can assess the use of metacognitive thinking in learning situations; and, the absence of studies in initial or continuing teacher training courses. Based on the above, through a qualitative, interpretationist and descriptive study, the present study aimed to identify the foundations and conceptual bases of metacognition, evaluating its presence in didactic actions and continuing education courses for teachers guided by reflection and examining the foundations of metacognition and how it can be present in the educational context. More specifically, it sought answers to four questions, namely: 1. What theoretical contributions support the understanding of metacognition based on what is brought by Flavell? 2. What models can we identify from this understanding of metacognition? 3. In the field of didactic intervention in Biology, what are the instruments used in research that seeks to associate the activation of metacognitive thinking as an element of the teaching-learning process? 4. What metacognitive characteristics are observed in the design of a continuing education course for university teachers focused on the action-reflection perspective? In the first case, it was possible to identify the bases of metacognition in the studies of John Dewey and Jean Piaget, which reinforces its understanding as a reflective process focused on awareness. In the second question, the existence of nine metacognitive models was identified, each with distinct elements associated with its object or field of study. In the third case, the results showed that questionnaires are researchers' preferred instruments. However, others, such as learning diaries and records, have also been used as a way of identifying the presence of metacognition in the structure of students' thinking during learning activities. Finally, regarding the fourth question, it was possible to identify metacognitive characteristics in the design of a continuing teacher training course, structured from the theoretical and practical perspective of action-reflection, which shows the approximation between metacognitive thinking and reflective thinking in the form as discussed in the course. This approach raises the possibility that metacognitive strategies can be introduced explicitly in the actions designed for the course, reinforcing their contribution to the qualification of the continuing education process of teachers participating in the course |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_026d4e6a23e6ab7beb421d5eefed5ef5 |
| identifier_str_mv | BOSZKO, Camila. Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente. 2023. 2016 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2386 |
| publishDate | 2023 |
| publishDateSort | 2023 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Faculdade de Educação – FAED Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docenteMetacognição - EducaçãoProfessores - FormaçãoAprendizagemCIENCIAS HUMANAS::EDUCACAOMetacognition concerns the control of cognitive processes by the subject himself in view of the ability to become aware of his knowledge and control his actions. The term, coined by the American psychologist John Hurley Flavell in the 1970s, was initially linked to memory studies and later became part of the field of cognition. Its understanding has undergone adaptations and adaptations to the different areas of knowledge that use it, causing a diversity of definitions, models and associated elements. Despite this diversity of understandings, studies indicate that the use of metacognition as a learning strategy has had an impact on the qualification of this process. However, these same studies highlight gaps in terms of the theoretical body, such as: lack of a consensual understanding or model, or even a metacognitive theory; difficulty in identifying instruments that can assess the use of metacognitive thinking in learning situations; and, the absence of studies in initial or continuing teacher training courses. Based on the above, through a qualitative, interpretationist and descriptive study, the present study aimed to identify the foundations and conceptual bases of metacognition, evaluating its presence in didactic actions and continuing education courses for teachers guided by reflection and examining the foundations of metacognition and how it can be present in the educational context. More specifically, it sought answers to four questions, namely: 1. What theoretical contributions support the understanding of metacognition based on what is brought by Flavell? 2. What models can we identify from this understanding of metacognition? 3. In the field of didactic intervention in Biology, what are the instruments used in research that seeks to associate the activation of metacognitive thinking as an element of the teaching-learning process? 4. What metacognitive characteristics are observed in the design of a continuing education course for university teachers focused on the action-reflection perspective? In the first case, it was possible to identify the bases of metacognition in the studies of John Dewey and Jean Piaget, which reinforces its understanding as a reflective process focused on awareness. In the second question, the existence of nine metacognitive models was identified, each with distinct elements associated with its object or field of study. In the third case, the results showed that questionnaires are researchers' preferred instruments. However, others, such as learning diaries and records, have also been used as a way of identifying the presence of metacognition in the structure of students' thinking during learning activities. Finally, regarding the fourth question, it was possible to identify metacognitive characteristics in the design of a continuing teacher training course, structured from the theoretical and practical perspective of action-reflection, which shows the approximation between metacognitive thinking and reflective thinking in the form as discussed in the course. This approach raises the possibility that metacognitive strategies can be introduced explicitly in the actions designed for the course, reinforcing their contribution to the qualification of the continuing education process of teachers participating in the courseCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESA metacognição diz respeito ao controle dos processos cognitivos pelo próprio sujeito frente à capacidade de tomar consciência de seus conhecimentos e de controlar suas ações. O termo, cunhado pelo psicólogo americano John Hurley Flavell, na década de 1970, esteve inicialmente ligado aos estudos de memória e mais tarde passou a integrar o campo da cognição. Seu entendimento tem sofrido adaptações e adequações às diferentes áreas do conhecimento que dele se servem, causando uma diversidade de definições, modelos e elementos associados. Apesar dessa diversidade de entendimentos, os estudos apontam que o uso da metacognição como estratégia de aprendizagem tem repercutido em qualificação desse processo. Todavia, esses mesmos estudos assinalam lacunas em termos do corpo teórico, tais como: falta de um entendimento ou modelo consensual, ou mesmo de uma teoria metacognitiva; dificuldade na identificação de instrumentos que possam avaliar o uso do pensamento metacognitivo em situações de aprendizagem; e, a ausência de estudos em cursos de formação inicial ou continuada de professores. A partir do exposto, por meio de um estudo qualitativo, interpretacionista e descritivo, o presente estudo objetivou identificar os fundamentos e as bases conceituais da metacognição, avaliando sua presença em ações didáticas e cursos de formação continuada de professores pautados pela reflexão e examinar os fundamentos da metacognição e como ela pode se fazer presente no contexto educativo. Mais especificamente, buscou respostas a quatro questões, a saber: 1. Quais os aportes teóricos sustentam o entendimento de metacognição a partir do que é trazido por Flavell? 2. Que modelos podemos identificar a partir desse entendimento de metacognição? 3. No campo da intervenção didática em Biologia, quais são os instrumentos utilizados nas pesquisas que se ocupam de associar a ativação do pensamento metacognitivo como elemento do processo de ensino-aprendizagem? 4. Que características metacognitivas são observadas na concepção de um curso de formação continuada de professores universitários focado na perspectiva da ação-reflexão? No primeiro caso, foi possível identificar as bases da metacognição nos estudos de John Dewey e Jean Piaget, o que reforça seu entendimento como um processo reflexivo e voltado a tomada de consciência. No segundo questionamento, identificou-se a existências de nove modelos metacognitivos, cada qual com elementos distintos e associados ao seu objeto ou campo de estudo. No terceiro caso, os resultados apontaram que os questionários são os instrumentos de preferência dos pesquisadores. Todavia, outros, como é o caso dos diários de aprendizagem e dos registros, também vêm sendo utilizados como forma de identificar a presença da metacognição na estrutura de pensamento dos estudantes durante atividades de aprendizagem. Por último, quanto ao quarto questionamento, foi possível identificar características metacognitivas na concepção de um curso de formação continuada de professores, estruturado a partir da perspectiva teórica e prática da ação-reflexão, o que mostra a aproximação entre pensamento metacognitivo e pensamento reflexivo na forma como discutido no curso. Tal aproximação acena à possibilidade de que as estratégias metacognitivas possam ser introduzidas de forma explícita nas ações projetadas para o curso, reforçando sua contribuição para a qualificação do processo de formação continuada dos professores participantes do cursoUniversidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoRosa, Cleci Teresinha Werner dahttp://lattes.cnpq.br/2811799682690860Delord, Gabriela Carolina CattaniBoszko, Camila2025-05-07T14:11:33Z2023-09-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfBOSZKO, Camila. Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente. 2023. 2016 f. Tese (Doutorado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2023.https://repositorio.upf.br/handle/123456789/2386porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:26:54Zoai:repositorio.upf.br:123456789/2386Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:26:54Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente Boszko, Camila Metacognição - Educação Professores - Formação Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| title_full | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| title_fullStr | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| title_full_unstemmed | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| title_short | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| title_sort | Meta cognição: articulações teóricas, possibilidades didáticas e de formação docente |
| topic | Metacognição - Educação Professores - Formação Aprendizagem CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2386 |