Mobilization of the metacognitive system through questionnaires: results of a longitudinal study
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/32852 |
Resumo: | In this article, we bring the results of an investigation that sought to verify how the questionnaires applied for data collection, carried out over three years with high school students, have been set as an incentive to enter the metacognitive system in the process of learning in physics. The proposed instrument for data collection was made up of four questionnaires: “Self-assessment” (Q1); “After evaluation” (Q2); “Metacognitive inventory” (Q3); and “Final questionnaire” (Q4). Analyzing the students’ answers, it was concluded that the Q1 questionnaires were instruments of metacognitive incentive that provided insertion to the process through the metacognitive reflection that was the trigger to access metacognitive knowledge, both self-knowledge and manifestations of metacognitive experience. With Q2 and Q3 questionnaires, it was possible to signal that these have also worked as na incentive at entering the metacognitive system, possibly through activation at times, of the procedural metacognitive knowledge. The Q4 questionnaire identified metacognitive knowledge, in which the student triggers the memories of the process of taking awareness of the conditions in which the used strategies affected learning. |
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Mobilization of the metacognitive system through questionnaires: results of a longitudinal studyLa movilización del sistema metacognitivo a través de cuestionarios: resultados de un estudio longitudinalA mobilização do sistema metacognitivo por meio de questionários: resultados de um estudo longitudinalMetacognitionMetacognitive systemPhysics learningTeaching.MetacogniçãoSistema metacognitivoAprendizagem em FísicaEnsino.MetacogniciónSistema metacognitivoAprendizaje en fisicaEnsenãnza.In this article, we bring the results of an investigation that sought to verify how the questionnaires applied for data collection, carried out over three years with high school students, have been set as an incentive to enter the metacognitive system in the process of learning in physics. The proposed instrument for data collection was made up of four questionnaires: “Self-assessment” (Q1); “After evaluation” (Q2); “Metacognitive inventory” (Q3); and “Final questionnaire” (Q4). Analyzing the students’ answers, it was concluded that the Q1 questionnaires were instruments of metacognitive incentive that provided insertion to the process through the metacognitive reflection that was the trigger to access metacognitive knowledge, both self-knowledge and manifestations of metacognitive experience. With Q2 and Q3 questionnaires, it was possible to signal that these have also worked as na incentive at entering the metacognitive system, possibly through activation at times, of the procedural metacognitive knowledge. The Q4 questionnaire identified metacognitive knowledge, in which the student triggers the memories of the process of taking awareness of the conditions in which the used strategies affected learning.En este artículo, aportamos los resultados de una investigación que buscó verificar cómo los cuestionarios aplicados para la recopilación de datos se configuraron como un incentivo para la entrada al sistema metacognitivo en el proceso de aprendizaje en física. Dicha colección se llevó a cabo durante tres años con estudiantes de secundaria. El instrumento propuesto para la recopilación de datos consistió en cuatro cuestionarios llamados: “Auto –evaluación” (Q1); “Después de la evaluación” (Q2); “Inventario metacognitivo” (Q3); y “Cuestionario final” (Q4). Al analizar las respuestas de los estudiantes, se concluyó que los cuestionarios Q1 eran instrumentos de incentivos metacognitivos y que proporcionaron la inserción del proceso a través de la reflexión metacognitiva que era el desencadenante de acceder al conocimiento metacognitivo, tanto el autoconocimiento como las manifestaciones de la experiencia metacognitiva. Con los cuestionarios Q2 y Q3, era posible indicar que también funcionaron como un incentivo para ingresar al sistema metacognitivo, posiblemente, a través de la activación, a veces, del conocimiento metacognitivo de procedimiento. El cuestionario Q4 proporcionó la identificación del conocimiento metacognitivo, en el que el alumno desencadena los recuerdos del proceso de conciencia de las condiciones que las estrategias utilizaron afectaron el aprendizaje.Neste artigo trazemos os resultados de uma investigação que procurou verificar de que forma os questionários aplicados para a coleta de dados configuraram-se como incentivo de entrada ao sistema metacognitivo no processo da aprendizagem em Física. Tal coleta foi realizada ao longo de três anos com estudantes do Ensino Médio. O instrumento proposto para a coleta de dados foi constituído de quatro questionários denominados por: “Autoavaliação” (Q1); “Após a Avaliação” (Q2); “Inventário Metacognitivo” (Q3); e “Questionário Final” (Q4). Analisando as respostas dos estudantes, pôde-se concluir que os questionários Q1 foram instrumentos de incentivo metacognitivo e que proporcionaram a inserção ao processo por meio da reflexão metacognitiva que foi o gatilho para acessar o conhecimento metacognitivo, tanto do autoconhecimento como das manifestações da experiência metacognitiva. Com os questionários Q2 e Q3, foi possível sinalizar que estes também funcionaram como incentivo à entrada ao sistema metacognitivo, possivelmente, por meio da ativação, em alguns momentos, do conhecimento metacognitivo processual. O questionário Q4 proporcionou a identificação do conhecimento metacognitivo, em que o estudante aciona as memórias do processo de tomada de consciência das condições que as estratégias utilizadas afetaram a aprendizagem.Research, Society and Development2022-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3285210.33448/rsd-v11i10.32852Research, Society and Development; Vol. 11 No. 10; e216111032852Research, Society and Development; Vol. 11 Núm. 10; e216111032852Research, Society and Development; v. 11 n. 10; e2161110328522525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/32852/27704Copyright (c) 2022 Nancy Nazareth Gatzke Corrêa; Marinez Meneghello Passos; Sergio de Mello Arruda; Hugo Emmanuel da Rosa Corrêahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCorrêa, Nancy Nazareth Gatzke Passos, Marinez Meneghello Arruda, Sergio de Mello Corrêa, Hugo Emmanuel da Rosa 2022-08-12T22:23:03Zoai:ojs.pkp.sfu.ca:article/32852Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:48:42.252456Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study La movilización del sistema metacognitivo a través de cuestionarios: resultados de un estudio longitudinal A mobilização do sistema metacognitivo por meio de questionários: resultados de um estudo longitudinal |
title |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
spellingShingle |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study Corrêa, Nancy Nazareth Gatzke Metacognition Metacognitive system Physics learning Teaching. Metacognição Sistema metacognitivo Aprendizagem em Física Ensino. Metacognición Sistema metacognitivo Aprendizaje en fisica Ensenãnza. |
title_short |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
title_full |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
title_fullStr |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
title_full_unstemmed |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
title_sort |
Mobilization of the metacognitive system through questionnaires: results of a longitudinal study |
author |
Corrêa, Nancy Nazareth Gatzke |
author_facet |
Corrêa, Nancy Nazareth Gatzke Passos, Marinez Meneghello Arruda, Sergio de Mello Corrêa, Hugo Emmanuel da Rosa |
author_role |
author |
author2 |
Passos, Marinez Meneghello Arruda, Sergio de Mello Corrêa, Hugo Emmanuel da Rosa |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Corrêa, Nancy Nazareth Gatzke Passos, Marinez Meneghello Arruda, Sergio de Mello Corrêa, Hugo Emmanuel da Rosa |
dc.subject.por.fl_str_mv |
Metacognition Metacognitive system Physics learning Teaching. Metacognição Sistema metacognitivo Aprendizagem em Física Ensino. Metacognición Sistema metacognitivo Aprendizaje en fisica Ensenãnza. |
topic |
Metacognition Metacognitive system Physics learning Teaching. Metacognição Sistema metacognitivo Aprendizagem em Física Ensino. Metacognición Sistema metacognitivo Aprendizaje en fisica Ensenãnza. |
description |
In this article, we bring the results of an investigation that sought to verify how the questionnaires applied for data collection, carried out over three years with high school students, have been set as an incentive to enter the metacognitive system in the process of learning in physics. The proposed instrument for data collection was made up of four questionnaires: “Self-assessment” (Q1); “After evaluation” (Q2); “Metacognitive inventory” (Q3); and “Final questionnaire” (Q4). Analyzing the students’ answers, it was concluded that the Q1 questionnaires were instruments of metacognitive incentive that provided insertion to the process through the metacognitive reflection that was the trigger to access metacognitive knowledge, both self-knowledge and manifestations of metacognitive experience. With Q2 and Q3 questionnaires, it was possible to signal that these have also worked as na incentive at entering the metacognitive system, possibly through activation at times, of the procedural metacognitive knowledge. The Q4 questionnaire identified metacognitive knowledge, in which the student triggers the memories of the process of taking awareness of the conditions in which the used strategies affected learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-28 |
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://rsdjournal.org/index.php/rsd/article/view/32852 10.33448/rsd-v11i10.32852 |
url |
https://rsdjournal.org/index.php/rsd/article/view/32852 |
identifier_str_mv |
10.33448/rsd-v11i10.32852 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/32852/27704 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 10; e216111032852 Research, Society and Development; Vol. 11 Núm. 10; e216111032852 Research, Society and Development; v. 11 n. 10; e216111032852 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052796956049408 |