From knowledge to metacognitive regulation: dialogues between the investigative cases and in-service training of chemistry teachers

• Autor(a) principal: Francisco, Welington
• Data de Publicação: 2022
• Outros Autores: Silva, Erivanildo Lopes da, Wartha, Edson José
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/78704

Metacognition is a model of representation of cognition that is built about information coming from the monitoring function and that informs the control function. Then, in this work is presented a metacognitive approach for the in-service training of chemistry teachers to identify what are the metacognitive knowledge about investigative cases and how the teachers modify, expand and enrich their metacognitive knowledge from a process of metacognitive regulation. Using the research-action methodology it was proposed a course of voluntary and the data were obtained from the recording of two meetings with six teachers who participated in the training proposal. The results show that the metacognitive knowledge is mostly of the declarative type in comparison to the procedural and conditional components. The metacognitive knowledges were expanded and modified during the metacognitive regulation what it was enabled identifying the cognitive and affective cycle of the teachers. This contribution work may influence futures in-service training with focus in the metacognition because it allows the orientation, planning, evaluation and self-regulations strategies so that the person sets the proper goal(s) for task processing.