Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros
שמור ב:
| מחבר ראשי: | |
|---|---|
| Publication Date: | 2020 |
| פורמט: | Master thesis |
| שפה: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2228 |
סיכום: | Researchers have indicated the possibility of reorientation of didactic actions from the perspective of students’ recognition of their own knowledge and the subsequent executive and self-regulate control of actions, presented by Flavell (1976) as “metacognition”. Although promising studies are making this association with the field of Sciences, particularly concerning experimental activities, we have identified few articles in Brazilian literature concerned with discussing this approach and verifying in real classroom situations their possibilities and contributions to qualify the learning process. Facing this frame, we elaborate the following research question: What are the characteristics identified in foreign research that links metacognition with experimental activities in Science teaching? From it, it is established as the objective of this study to analyze the association between experimental activities and metacognition in the production of the area published by foreign journals. Therefore, a “state of the knowledge” research was developed, in which was identified in ERIC database, from previously selected descriptors, a set of 19 articles published in English. The general and metacognitive characteristics of the researches were pointed out. The articles were presented by year, periodical magazine, geographic distribution, level of education, the field of knowledge and the methodologic approach used in the investigations. Among the metacognition characteristics, was pointed out the place of metacognition, learning environment related to metacognition, didactic-methodological organization of experimental activities and understanding of metacognition. The results show that research on this topic continues to grow and has been published mainly in five journals, namely: International Journal of Science Education, Chemistry Education Research and Practice, Journal of Chemical Education, Journal of Technology and Science Education and The Science Teacher. They are being carried out, more frequently, in the United States focusing on the teaching of Chemistry in College from a qualitative perspective. The didactic-methodological organization present in most articles was the inquiry experimental activity in real laboratories, carried out in groups of students and under the guidance of a teacher. Regarding the metacognitive characteristics, we highlight that metacognition played a central role in modified practices. The predominant concept of metacognition in the analysis of the results of these investigations was the regulatory actions of thought (self-regulation) used to plan, monitor and evaluate students’ thinking and learning. |
| _version_ | 1871607635808092160 |
|---|---|
| author | Santos, Ana Cláudia Tasso dos |
| author_browse | Santos, Ana Cláudia Tasso dos |
| author_facet | Santos, Ana Cláudia Tasso dos |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Santos, Ana Cláudia Tasso dos |
| dc.contributor.none.fl_str_mv | Rosa, Cleci Teresinha Werner da http://lattes.cnpq.br/281179968269086 |
| dc.date.none.fl_str_mv | 2020-08-25 2025-05-07T14:09:54Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | SANTOS, Ana Cláudia Tasso dos. Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros. 2020. 102 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020. https://repositorio.upf.br/handle/123456789/2228 |
| 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 | Ciência - Estudo e ensino Metacognição Cognição CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros Metacognition and experimental activities in science: production scenarios in foreign journals |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Researchers have indicated the possibility of reorientation of didactic actions from the perspective of students’ recognition of their own knowledge and the subsequent executive and self-regulate control of actions, presented by Flavell (1976) as “metacognition”. Although promising studies are making this association with the field of Sciences, particularly concerning experimental activities, we have identified few articles in Brazilian literature concerned with discussing this approach and verifying in real classroom situations their possibilities and contributions to qualify the learning process. Facing this frame, we elaborate the following research question: What are the characteristics identified in foreign research that links metacognition with experimental activities in Science teaching? From it, it is established as the objective of this study to analyze the association between experimental activities and metacognition in the production of the area published by foreign journals. Therefore, a “state of the knowledge” research was developed, in which was identified in ERIC database, from previously selected descriptors, a set of 19 articles published in English. The general and metacognitive characteristics of the researches were pointed out. The articles were presented by year, periodical magazine, geographic distribution, level of education, the field of knowledge and the methodologic approach used in the investigations. Among the metacognition characteristics, was pointed out the place of metacognition, learning environment related to metacognition, didactic-methodological organization of experimental activities and understanding of metacognition. The results show that research on this topic continues to grow and has been published mainly in five journals, namely: International Journal of Science Education, Chemistry Education Research and Practice, Journal of Chemical Education, Journal of Technology and Science Education and The Science Teacher. They are being carried out, more frequently, in the United States focusing on the teaching of Chemistry in College from a qualitative perspective. The didactic-methodological organization present in most articles was the inquiry experimental activity in real laboratories, carried out in groups of students and under the guidance of a teacher. Regarding the metacognitive characteristics, we highlight that metacognition played a central role in modified practices. The predominant concept of metacognition in the analysis of the results of these investigations was the regulatory actions of thought (self-regulation) used to plan, monitor and evaluate students’ thinking and learning. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_83b02ac58ff56ba362f3eb92f8d0b8a3 |
| identifier_str_mv | SANTOS, Ana Cláudia Tasso dos. Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros. 2020. 102 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020. |
| 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:123456789/2228 |
| publishDate | 2020 |
| publishDateSort | 2020 |
| 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 | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeirosMetacognition and experimental activities in science: production scenarios in foreign journalsCiência - Estudo e ensinoMetacogniçãoCogniçãoCIENCIAS HUMANAS::EDUCACAOResearchers have indicated the possibility of reorientation of didactic actions from the perspective of students’ recognition of their own knowledge and the subsequent executive and self-regulate control of actions, presented by Flavell (1976) as “metacognition”. Although promising studies are making this association with the field of Sciences, particularly concerning experimental activities, we have identified few articles in Brazilian literature concerned with discussing this approach and verifying in real classroom situations their possibilities and contributions to qualify the learning process. Facing this frame, we elaborate the following research question: What are the characteristics identified in foreign research that links metacognition with experimental activities in Science teaching? From it, it is established as the objective of this study to analyze the association between experimental activities and metacognition in the production of the area published by foreign journals. Therefore, a “state of the knowledge” research was developed, in which was identified in ERIC database, from previously selected descriptors, a set of 19 articles published in English. The general and metacognitive characteristics of the researches were pointed out. The articles were presented by year, periodical magazine, geographic distribution, level of education, the field of knowledge and the methodologic approach used in the investigations. Among the metacognition characteristics, was pointed out the place of metacognition, learning environment related to metacognition, didactic-methodological organization of experimental activities and understanding of metacognition. The results show that research on this topic continues to grow and has been published mainly in five journals, namely: International Journal of Science Education, Chemistry Education Research and Practice, Journal of Chemical Education, Journal of Technology and Science Education and The Science Teacher. They are being carried out, more frequently, in the United States focusing on the teaching of Chemistry in College from a qualitative perspective. The didactic-methodological organization present in most articles was the inquiry experimental activity in real laboratories, carried out in groups of students and under the guidance of a teacher. Regarding the metacognitive characteristics, we highlight that metacognition played a central role in modified practices. The predominant concept of metacognition in the analysis of the results of these investigations was the regulatory actions of thought (self-regulation) used to plan, monitor and evaluate students’ thinking and learning.Pesquisadores têm indicado a possibilidade de reorientação das ações didáticas a partir da perspectiva da tomada de consciência dos estudantes sobre seus próprios conhecimentos e o posterior controle executivo e autorregulador sobre as ações, entendido por Flavell (1976) como “metacognição”. Apesar de estudos promissores estarem fazendo essa associação com o campo das Ciências, particularmente em relação às atividades experimentais, identificamos poucos trabalhos na literatura brasileira preocupados em discutir tal aproximação e verificar em situações de sala de aula suas possibilidades e contribuições para qualificar a aprendizagem. Frente a esse quadro, elaboramos a seguinte a pergunta de investigação: Quais são as características identificadas nas pesquisas estrangeiras que vinculam a metacognição com as atividades experimentais no ensino de Ciências? A partir dela, foi estabelecido como objetivo do estudo analisar a associação entre atividades experimentais e metacognição na produção da área publicizada por periódicos estrangeiros. Para tanto, desenvolvemos um estudo do tipo “estado do conhecimento”, cujas fontes foram identificadas na base ERIC, a partir de descritores previamente selecionados, totalizando um conjunto de 19 artigos publicados em língua inglesa. As características gerais e metacognitivas das pesquisas foram apontadas em categorias. Os artigos foram apresentados por ano, revista periódica, distribuição geográfica, nível de ensino, campo do conhecimento e abordagem metodológica utilizada nas investigações. Dentre as características metacognitivas, foi abordado o lugar da metacognição, o ambiente de aprendizagem relacionado à metacognição, a organização didático-metodológica das atividades experimentais e o entendimento de metacognição. Os resultados evidenciam que as pesquisas sobre a metacognição associadas a atividades experimentais em Ciências continuam em crescimento e têm sido publicadas principalmente em cinco periódicos, quais sejam: International Journal of Science Education, Chemistry Education Research and Practice, Journal of Chemical Education, Journal of Technology and Science Education e The Science Teacher. Elas estão sendo realizadas, com maior frequência, nos Estados Unidos e aparecem enfocando o ensino de Química na Graduação sob uma perspectiva qualitativa. A organização didático-metodológica presente na maioria dos artigos foi a atividade experimental investigativa em laboratórios reais, realizadas em grupo e sob a orientação de um professor. Em relação às características metacognitivas, destaca-se que a metacognição ocupou um lugar de centralidade em práticas modificadas. O conceito de metacognição predominante na análise dos resultados dessas investigações foi o relacionado às ações regulatórias do pensamento (autorregulação), utilizadas para planejar, monitorar e avaliar este pensamento e a aprendizagem dos estudantes.Universidade de Passo FundoFaculdade de Educação – FAEDBrasilUPFPrograma de Pós-Graduação em EducaçãoRosa, Cleci Teresinha Werner dahttp://lattes.cnpq.br/281179968269086Santos, Ana Cláudia Tasso dos2025-05-07T14:09:54Z2020-08-25info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfSANTOS, Ana Cláudia Tasso dos. Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros. 2020. 102 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020.https://repositorio.upf.br/handle/123456789/2228porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:11:48Zoai:repositorio.upf.br:123456789/2228Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:11:48Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros Santos, Ana Cláudia Tasso dos Ciência - Estudo e ensino Metacognição Cognição CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| title_full | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| title_fullStr | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| title_full_unstemmed | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| title_short | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| title_sort | Metacognição e atividades experimentais em ciências: cenários da produção em periódicos estrangeiros |
| topic | Ciência - Estudo e ensino Metacognição Cognição CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2228 |