Estratégias metacognitivas no ensino de ciências para estudantes dos anos iniciais: estimulando o aprender a aprender!

• Autor(a) principal: GOMES, Mayara Souza
• Data de Publicação: 2020
• Outros Autores: https://orcid.org/0000-0002-5475-5543
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFPA
• Texto Completo: http://repositorio.ufpa.br:8080/jspui/handle/2011/12577
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Intervenções didáticas; Habilidades metacognitivas; Anos iniciais; Didactic interventions; Metacognitive skills; Early years; FORMAÇÃO DE PROFESSORES PARA O ENSINO DE CIÊNCIAS E MATEMÁTICAS; ENSINO E APRENDIZAGEM DE CIÊNCIAS E MATEMÁTICAS PARA A EDUCAÇÃO CIDADÃ; ENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E MATEMÁTICAS

This research describes and analyzes didactic interventions in science teaching, consisting of tasks and strategies specifically designed to awaken and / or exercise metacognitive skills in children of the early years, put into practice in a class of students of the 4th year of elementary school of a riverside school located in the rural area of the northeast region of Pará. It is also proposed a protocol for collecting and analyzing evidence of metacognitive skills in students of basic education. When considering the official documents that indicate the need to learn autonomously, in a contextual way, overcoming mere memorization and in order to contribute to research in the area, the research problem was thought: “What are the possible educational benefits of using certain teaching strategies of metacognitive guidance in classes of students in the early years? ” The analysis and qualitative data of this indicated that this type of activity has an interesting potential to create a favorable environment for students to interact with teachers and colleagues, improve motivation and enthusiasm to learn about the subject and stimulate the acquisition and use of metacognitive skills . Inserted in this dissertation, as a didactic product, examples and guidelines for the use of metacognitive strategies, which can be used in didactic activities in classes of the early years.