Contribuição da metacognição para a aprendizagem significativa sobre o teorema de Pitágoras: uma abordagem por meio da resolução de problemas

• Ano de defesa: 2023
• Autor(a) principal: Santana, Raquel Gonçalves
• Orientador(a): Souza, Divanizia do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Teorema de Pitágoras; Estratégias de aprendizagem; Aprendizagem significativa; Estratégias metacognitivas; Resolução de problemas; Unidade de ensino potencialmente significativa
• Palavras-chave em Inglês: Metacognitive strategies; Problem solving; Pythagorean theorem; Potentially meaningful teaching unit
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19615

This research aimed to analyze whether the use of metacognitive strategies in problem solving on the Pythagorean theorem contributes to promote a significant learning about this theorem. Therefore, a Potentially Meaningful Teaching Unit (PMTU) was proposed in order to promote a meaningful learning about the Pythagorean theorem for students, as well as the awareness about their own knowledge. The PMTU was experienced by students from the 9th grade with age/grade distortion from a public school in Aracaju/ SE. This research is based on the theory of Meaningful Learning of David Ausubel (1978; 2003) and Moreira (2010; 2011; 2012), Flavell’s Metacognition (1979), the concepts of Rosa’s metacognition (2011), problem solving according to Polya (1995) and Onuchic; Allevato (2011). The methodological course of this study was qualitative, experimental, and with participants. It was consisted in the development and experience of a PMTU on the theorem of Pythagoras and it had as a guiding theme people’s accessibility with mobility difficulties to motivate students to associate the content with their daily lives. The data analysis was based on the interpretation of the data produced during the research. For data collection we used a metacognitive questionnaire, audio recordings, photographs, students’ written records, and the researcher’s field diary. The metacognitive strategies used by the students were present through the metacognitive elements facilitating meaningful learning through providing students with knowledge about the Pythagorean theorem. The use of metacognitive strategies boosted the activation of metacognitive thinking, additionally made it possible to detect flaws in their learning process.