Metacognitive elements that emerge from a didactic intervention in the teaching of Physics

Detalhes bibliográficos
Autor(a) principal: Maman, Andréia Spessatto de
Data de Publicação: 2022
Outros Autores: Quartieri, Marli Teresinha, Neide, Italo Gabriel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/83582
Resumo: Students entering Higher Education have shown gaps in their training, especially in the field of Exact Sciences. In this perspective, metacognition can be a way to contribute to the learning of these students. The aim of this article is to present the analysis of metacognitive thinking actions carried out in a didactic intervention, based on the metacognitive elements: person, task, strategy, planning, monitoring and evaluation. It is a qualitative research that was developed, with 16 students, enrolled in the discipline of Physics 1 from different engineering courses, at a university located in the interior of the state of Rio Grande do Sul/RS. The theoretical approaches are supported by studies already carried out on metacognition and applied to the teaching of Physics. With regard to data collection instruments, these were collected in different ways, namely: metacognitive questionnaires; field diaries for records of systematic observation of the teacher/researcher; audio recording of students, in small groups, during activities. Data were analyzed and organized following the metacognitive elements proposed by Flavell (1971) and Brown (1978) and interpreted by Rosa (2011). For each metacognitive element, beacons were established, which are actions that refer to each one of the elements. With the analysis performed, it was possible to verify, in greater or lesser depth, the metacognitive elements that emerged during the application of the guide-script, as some students have not yet clearly expressed or written their metacognitive thinking because this process is long and needs a relationship of trust between student and teacher. It can be inferred that it was possible to understand metacognition as an ally to the promotion of teaching and learning processes and it was found that the metacognitive elements (person, task, strategy, planning, monitoring and evaluation) need to work together, as they influence each other in the sense of assisting in the activation of metacognitive thinking. Leading the student to reflect throughout the learning process, promoting metacognitive thinking, is to teach him to be strategic, to increase his awareness of operations and decisions in the face of a challenge or choice to be made, being autonomous.
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spelling Metacognitive elements that emerge from a didactic intervention in the teaching of PhysicsElementos metacognitivos que emergem de uma intervenção didática no ensino de FísicaMetacogniçãoEnsino de FísicaEnsino SuperiorAtividades ExperimentaisSimulações ComputacionaisMetacognitionPhysics TeachingHigher EducationExperimental ActivitiesComputer SimulationsStudents entering Higher Education have shown gaps in their training, especially in the field of Exact Sciences. In this perspective, metacognition can be a way to contribute to the learning of these students. The aim of this article is to present the analysis of metacognitive thinking actions carried out in a didactic intervention, based on the metacognitive elements: person, task, strategy, planning, monitoring and evaluation. It is a qualitative research that was developed, with 16 students, enrolled in the discipline of Physics 1 from different engineering courses, at a university located in the interior of the state of Rio Grande do Sul/RS. The theoretical approaches are supported by studies already carried out on metacognition and applied to the teaching of Physics. With regard to data collection instruments, these were collected in different ways, namely: metacognitive questionnaires; field diaries for records of systematic observation of the teacher/researcher; audio recording of students, in small groups, during activities. Data were analyzed and organized following the metacognitive elements proposed by Flavell (1971) and Brown (1978) and interpreted by Rosa (2011). For each metacognitive element, beacons were established, which are actions that refer to each one of the elements. With the analysis performed, it was possible to verify, in greater or lesser depth, the metacognitive elements that emerged during the application of the guide-script, as some students have not yet clearly expressed or written their metacognitive thinking because this process is long and needs a relationship of trust between student and teacher. It can be inferred that it was possible to understand metacognition as an ally to the promotion of teaching and learning processes and it was found that the metacognitive elements (person, task, strategy, planning, monitoring and evaluation) need to work together, as they influence each other in the sense of assisting in the activation of metacognitive thinking. Leading the student to reflect throughout the learning process, promoting metacognitive thinking, is to teach him to be strategic, to increase his awareness of operations and decisions in the face of a challenge or choice to be made, being autonomous.Estudantes ingressantes no Ensino Superior têm apresentado lacunas em sua formação, em especial na área das Ciências Exatas. Nesta perspectiva, a metacognição pode ser uma forma de contribuir na aprendizagem destes estudantes. O objetivo deste artigo é apresentar a análise sobre ações de pensamento metacognitivo realizada em uma intervenção didática, com base nos elementos metacognitivos: pessoa, tarefa, estratégia, planificação, monitoração e avaliação. Trata-se de uma pesquisa qualitativa que foi desenvolvida, com 16 alunos, matriculados na disciplina de Física 1 de diferentes cursos de engenharia, em uma universidade localizada no interior do estado do Rio Grande do Sul/RS. Os aportes teóricos sustentam-se em estudos já realizados sobre a metacognição e aplicados ao ensino de Física. No que se refere aos instrumentos de coleta de dados, estes foram coletados de diferentes formas, a saber: questionários metacognitivos; diários de campo para registros da observação sistemática da professora/pesquisadora; gravação de áudio dos alunos, em pequenos grupos, durante a realização das atividades. Os dados foram analisados e organizados seguindo os elementos metacognitivos propostos por Flavell (1971) e Brown (1978) e interpretados por Rosa (2011). Para cada elemento metacognitivo foram estabelecidos balizadores que são ações que se referem a cada um dos elementos. Com a análise realizada foi possível verificar, com maior ou menor profundidade, os elementos metacognitivos que emergiram durante a aplicação do roteiro-guia, pois alguns alunos ainda não expressaram ou escreveram com clareza seu pensamento metacognitivo pois esse processo é longo e necessita de uma relação de confiança entre aluno e professor. Pode-se inferir que foi possível compreender a metacognição como aliada à promoção dos processos de ensino e de aprendizagem e verificou-se que os elementos metacognitivos (pessoa, tarefa, estratégia, planificação, monitoração e avaliação) precisam atuar juntos, pois se influenciam mutuamente no sentido de auxiliar na ativação do pensamento metacognitivo. Levar o aluno a refletir ao longo do processo de aprendizagem, promovendo o pensamento metacognitivo, é ensiná-lo a ser estratégico, aumentar sua consciência sobre as operações e decisões diante de um desafio ou escolha a ser feita, sendo autônomo.Imprensa Universitária - UFSC2022-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/8358210.5007/2175-7941.2022.e83582Caderno Brasileiro de Ensino de Física; v. 39 n. 3 (2022): Caderno Brasileiro de Ensino de Física; 743-7682175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/83582/52148Maman, Andréia Spessatto de Quartieri, Marli TeresinhaNeide, Italo Gabrielinfo:eu-repo/semantics/openAccess2022-12-15T18:35:08Zoai:periodicos.ufsc.br:article/83582Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2022-12-15T18:35:08Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
Elementos metacognitivos que emergem de uma intervenção didática no ensino de Física
title Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
spellingShingle Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
Maman, Andréia Spessatto de
Metacognição
Ensino de Física
Ensino Superior
Atividades Experimentais
Simulações Computacionais
Metacognition
Physics Teaching
Higher Education
Experimental Activities
Computer Simulations
title_short Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
title_full Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
title_fullStr Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
title_full_unstemmed Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
title_sort Metacognitive elements that emerge from a didactic intervention in the teaching of Physics
author Maman, Andréia Spessatto de
author_facet Maman, Andréia Spessatto de
Quartieri, Marli Teresinha
Neide, Italo Gabriel
author_role author
author2 Quartieri, Marli Teresinha
Neide, Italo Gabriel
author2_role author
author
dc.contributor.author.fl_str_mv Maman, Andréia Spessatto de
Quartieri, Marli Teresinha
Neide, Italo Gabriel
dc.subject.por.fl_str_mv Metacognição
Ensino de Física
Ensino Superior
Atividades Experimentais
Simulações Computacionais
Metacognition
Physics Teaching
Higher Education
Experimental Activities
Computer Simulations
topic Metacognição
Ensino de Física
Ensino Superior
Atividades Experimentais
Simulações Computacionais
Metacognition
Physics Teaching
Higher Education
Experimental Activities
Computer Simulations
description Students entering Higher Education have shown gaps in their training, especially in the field of Exact Sciences. In this perspective, metacognition can be a way to contribute to the learning of these students. The aim of this article is to present the analysis of metacognitive thinking actions carried out in a didactic intervention, based on the metacognitive elements: person, task, strategy, planning, monitoring and evaluation. It is a qualitative research that was developed, with 16 students, enrolled in the discipline of Physics 1 from different engineering courses, at a university located in the interior of the state of Rio Grande do Sul/RS. The theoretical approaches are supported by studies already carried out on metacognition and applied to the teaching of Physics. With regard to data collection instruments, these were collected in different ways, namely: metacognitive questionnaires; field diaries for records of systematic observation of the teacher/researcher; audio recording of students, in small groups, during activities. Data were analyzed and organized following the metacognitive elements proposed by Flavell (1971) and Brown (1978) and interpreted by Rosa (2011). For each metacognitive element, beacons were established, which are actions that refer to each one of the elements. With the analysis performed, it was possible to verify, in greater or lesser depth, the metacognitive elements that emerged during the application of the guide-script, as some students have not yet clearly expressed or written their metacognitive thinking because this process is long and needs a relationship of trust between student and teacher. It can be inferred that it was possible to understand metacognition as an ally to the promotion of teaching and learning processes and it was found that the metacognitive elements (person, task, strategy, planning, monitoring and evaluation) need to work together, as they influence each other in the sense of assisting in the activation of metacognitive thinking. Leading the student to reflect throughout the learning process, promoting metacognitive thinking, is to teach him to be strategic, to increase his awareness of operations and decisions in the face of a challenge or choice to be made, being autonomous.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-15
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dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/83582
10.5007/2175-7941.2022.e83582
url https://periodicos.ufsc.br/index.php/fisica/article/view/83582
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dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/83582/52148
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 39 n. 3 (2022): Caderno Brasileiro de Ensino de Física; 743-768
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
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institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
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repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
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