To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/64672 |
Resumo: | This study focuses on analyzing the activity of learning while teaching, particularly relating its potential for identifying knowledge misunderstandings and uncertainties. From a study involving the participants of a project of monitoring classes in a Brazilian university, the investigation analyzed the awareness of such students in terms of favoring a class structure directed to identify learning gaps. The investigation used interviews to answer the following main question: Does the act of teaching in the form of monitoring allow its executor a metacognitive reflection? Metacognition was understood as the ability of subjects to monitor and control their understandings, which may be associated with the identification of knowledge misunderstandings and uncertainties. The results indicate that supporting students consider the activity a learning opportunity, especially when they are explaining the content. Moreover, the study indicates the importance of identifying understanding gaps as a way to qualify learning. |
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To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service Aprendizaje mediante la enseñanza y la posibilidad de activar los mecanismos de seguimiento y control de la propia comprensión: un estudio con futuros docentesAprender ensinando e a possibilidade de ativar os mecanismos de monitoramento e controle da própria compreensão: estudo envolvendo futuros professoresIncompreensões e incertezas do conhecimentoMetacogniçãoAprendizagem em FísicaKnowledge misunderstandings and uncertaintiesMetacognitionPhysics learningDesconocimiento y incomprensión del conocimientoMetacogniciónAprendizaje de físicaThis study focuses on analyzing the activity of learning while teaching, particularly relating its potential for identifying knowledge misunderstandings and uncertainties. From a study involving the participants of a project of monitoring classes in a Brazilian university, the investigation analyzed the awareness of such students in terms of favoring a class structure directed to identify learning gaps. The investigation used interviews to answer the following main question: Does the act of teaching in the form of monitoring allow its executor a metacognitive reflection? Metacognition was understood as the ability of subjects to monitor and control their understandings, which may be associated with the identification of knowledge misunderstandings and uncertainties. The results indicate that supporting students consider the activity a learning opportunity, especially when they are explaining the content. Moreover, the study indicates the importance of identifying understanding gaps as a way to qualify learning.Este artículo analiza la actividad de aprendizaje mediante la enseñanza, particularmente en relación con su potencial para identificar el desconocimiento y la incomprensión. A partir de un estudio que involucró a participantes de un proyecto de clase de monitoreo en una universidad brasileña, la investigación analizó la conciencia de los estudiantes en términos de favorecer la estructuración de las clases para identificar brechas de aprendizaje. La investigación recurrió a entrevistas para responder a la pregunta central: ¿el acto de enseñar en forma de monitoreo proporciona a su intérprete una reflexión metacognitiva? La metacognición se entendía como la capacidad de los sujetos para monitorear y controlar sua comprensión del conhecimento, lo que puede asociarse con la identificación de desconocimiento y la incomprensión del conocimiento. Los resultados mostraron que los estudiantes de apoyo ven en la actividad la oportunidad de aprender, especialmente cuando explican el contenido. Además, el estudio hace explícita la importancia de identificar las brechas de comprensión como una forma de calificar el aprendizaje.Este trabalho se ocupa de analisar a atividade de aprender ensinando, particularmente relacionado à sua potencialidade para identificar incompreensões e incertezas do conhecimento. A partir de um estudo envolvendo participantes de um projeto de aulas de monitoria em uma universidade brasileira, a investigação analisou a tomada de consciência destes alunos em termos do favorecimento da estruturação das aulas para identificar lacunas de aprendizagem. A investigação recorreu a entrevistas para responder ao questionamento central: o ato de ensinar na forma de monitoria oportuniza ao seu executor uma reflexão metacognitiva? A metacognição foi entendida como a capacidade dos sujeitos de monitorar e controlar suas compreensões, o que pode ser associado à identificação de incompreensões e incertezas do conhecimento. Os resultados apontaram que os estudantes apoiadores veem na atividade a oportunidade de aprender, sobretudo, no momento em que estão explicando o conteúdo. Além disso, o estudo explicita a importância de identificar lacunas de compreensão como forma de qualificar a aprendizagem.Universidade Federal de Uberlândia2022-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6467210.14393/ER-v29a2022-16Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e016Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e016Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e0161983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/64672/33361https://seer.ufu.br/index.php/emrevista/article/view/64672/33362Copyright (c) 2022 Cleci Teresinha Werner da Rosa , Luiz Marcelo Darroz , Jean Carlos Nicolodi http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessRosa , Cleci Teresinha Werner da Darroz , Luiz Marcelo Nicolodi , Jean Carlos 2023-01-06T17:29:06Zoai:ojs.www.seer.ufu.br:article/64672Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2023-01-06T17:29:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service Aprendizaje mediante la enseñanza y la posibilidad de activar los mecanismos de seguimiento y control de la propia comprensión: un estudio con futuros docentes Aprender ensinando e a possibilidade de ativar os mecanismos de monitoramento e controle da própria compreensão: estudo envolvendo futuros professores |
title |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
spellingShingle |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service Rosa , Cleci Teresinha Werner da Incompreensões e incertezas do conhecimento Metacognição Aprendizagem em Física Knowledge misunderstandings and uncertainties Metacognition Physics learning Desconocimiento y incomprensión del conocimiento Metacognición Aprendizaje de física |
title_short |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
title_full |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
title_fullStr |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
title_full_unstemmed |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
title_sort |
To learn while teaching and the potential to activate monitoring and control mechanisms of understanding: study involving teachers in pre-service |
author |
Rosa , Cleci Teresinha Werner da |
author_facet |
Rosa , Cleci Teresinha Werner da Darroz , Luiz Marcelo Nicolodi , Jean Carlos |
author_role |
author |
author2 |
Darroz , Luiz Marcelo Nicolodi , Jean Carlos |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Rosa , Cleci Teresinha Werner da Darroz , Luiz Marcelo Nicolodi , Jean Carlos |
dc.subject.por.fl_str_mv |
Incompreensões e incertezas do conhecimento Metacognição Aprendizagem em Física Knowledge misunderstandings and uncertainties Metacognition Physics learning Desconocimiento y incomprensión del conocimiento Metacognición Aprendizaje de física |
topic |
Incompreensões e incertezas do conhecimento Metacognição Aprendizagem em Física Knowledge misunderstandings and uncertainties Metacognition Physics learning Desconocimiento y incomprensión del conocimiento Metacognición Aprendizaje de física |
description |
This study focuses on analyzing the activity of learning while teaching, particularly relating its potential for identifying knowledge misunderstandings and uncertainties. From a study involving the participants of a project of monitoring classes in a Brazilian university, the investigation analyzed the awareness of such students in terms of favoring a class structure directed to identify learning gaps. The investigation used interviews to answer the following main question: Does the act of teaching in the form of monitoring allow its executor a metacognitive reflection? Metacognition was understood as the ability of subjects to monitor and control their understandings, which may be associated with the identification of knowledge misunderstandings and uncertainties. The results indicate that supporting students consider the activity a learning opportunity, especially when they are explaining the content. Moreover, the study indicates the importance of identifying understanding gaps as a way to qualify learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/64672 10.14393/ER-v29a2022-16 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/64672 |
identifier_str_mv |
10.14393/ER-v29a2022-16 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/64672/33361 https://seer.ufu.br/index.php/emrevista/article/view/64672/33362 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Cleci Teresinha Werner da Rosa , Luiz Marcelo Darroz , Jean Carlos Nicolodi http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Cleci Teresinha Werner da Rosa , Luiz Marcelo Darroz , Jean Carlos Nicolodi http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e016 Ensino em Re-Vista; Vol. 29 (2022): Publicação Contínua; e016 Ensino em Re-Vista; v. 29 (2022): Publicação Contínua; e016 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
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1799944223648120832 |