Metacognitive strategies for reading scientific texts: evaluation of a model used in synchronous virtual lessons

• Autor(a) principal: Ribeiro, Cássia de Andrade Gomes
• Data de Publicação: 2022
• Outros Autores: Rosa, Cleci Teresinha Werner da, Zoch, Alana Neto
• 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/84219
• topic: Metacognitive Strategies; Science Teaching; Didactic Proposal; Metacognition; Estratégias Metacognitivas; Ensino de Ciências; Proposta Didática; Metacognição

This present study investigates the use of metacognitive strategies for reading scientific texts associated with the teaching of Science/Physics, analyzing their contribution to altering students' metacognitive awareness and the didactic feasibility of using them in the classroom. The structured model differs from those present in the literature as it includes explicit moments of awareness of subjects about their own knowledge, adding them to the operation of controlling and regulating their own understanding. The proposal in the study was applied to a class of ninth year of elementary school in the interior of Rio Grande do Sul, involving five synchronous remote meetings and the reading of three scientific texts. As instruments for data production, a test involving the students' metacognitive awareness was used, applied at the beginning and at the end of the activities; semi-structured interviews with these same students; and records of one of the researchers in her logbook. The results suggest that the metacognitive reading strategies model is relevant as it enables students to become aware of their own knowledge, provides opportunities to plan and evaluate actions aimed at achieving the goal of text comprehension, in addition to providing the involvement of students with the reading activity and with learning the specific knowledge under discussion.