Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities

Detalhes bibliográficos
Autor(a) principal: Xavier, César Silva
Data de Publicação: 2021
Outros Autores: Peixoto, Mauricio Abreu Pinto, Veiga, Luciana Lima de Albuquerque da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/16829
Resumo: Qualitative research on the possibility of transposition and applicability of the Metacognitive Teaching Strategy (MES) Embedded Metacognitive Prompts Based on Nature of Science. The strategy uses modules with metacognitive commands that direct the study of scientific content based on the nature of science (NDC). The objective was to evaluate the theoretical aspects of primary research, relate them to the description of the steps for its application and evaluate the possibility of its reproduction. We found that NDC, metacognition and self-regulation theories are adequate for protocols and their use in basic education. However, we observed an insufficient explanation for the application of the protocols and the need for articulation between the metacognitive commands, the NDC aspect and the scientific content.
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spelling Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilitiesComandos metacognitivos integrados basados en la naturaleza de la ciencia: Potencialidades, limitaciones, condiciones y possibilidadesComandos metacognitivos embutidos baseados na natureza da ciência: Potencialidades, limitações, condições e possibilidadesMetacogniçãoAutorregulaçãoEstratégias metacognitivas.MetacogniciónAutorregulaciónEstrategias metacognitivas.MetacognitionSelf-regulationMetacognitive strategies.Qualitative research on the possibility of transposition and applicability of the Metacognitive Teaching Strategy (MES) Embedded Metacognitive Prompts Based on Nature of Science. The strategy uses modules with metacognitive commands that direct the study of scientific content based on the nature of science (NDC). The objective was to evaluate the theoretical aspects of primary research, relate them to the description of the steps for its application and evaluate the possibility of its reproduction. We found that NDC, metacognition and self-regulation theories are adequate for protocols and their use in basic education. However, we observed an insufficient explanation for the application of the protocols and the need for articulation between the metacognitive commands, the NDC aspect and the scientific content.Investigación cualitativa sobre la posibilidad de transposición y aplicabilidad de la Estrategia de Enseñanza Metacognitiva (MES). La estrategia utiliza módulos con comandos metacognitivos que dirigen el estudio del contenido científico basado en la naturaleza de la ciencia (NDC). El objetivo fue evaluar los aspectos teóricos de la investigación primaria, relacionarlos con la descripción de los pasos para su aplicación y evaluar la posibilidad de su reproducción. Verificamos que las teorías de NDC, metacognición y autorregulación son adecuadas para los protocolos y su uso en la educación básica. Sin embargo, observamos una explicación insuficiente para la aplicación de los protocolos y la necesidad de articulación entre los comandos metacognitivos, el aspecto NDC y el contenido científico.Pesquisa qualitativa sobre possibilidade de transposição e aplicabilidade da Estratégia de Ensino Metacognitivo (EEM) Embedded Metacognitive Prompts Based on Nature of Science. A estratégia utiliza módulos com comandos metacognitivos que direcionam o estudo de conteúdo científico baseado na natureza da ciência (NDC). O objetivo foi avaliar os constructos e teorias da pesquisa primária, relacioná-los com a descrição dos passos para e verificar as condições e possibilidade de sua reprodução no contexto escolar. Verificamos que as teorias sobre NDC, metacognição e autorregulação foram explicitadas e apresentadas de forma adequada para produção de protocolos com foco na utilização na educação básica, especialmente como suporte ao professor que pretenda utilizá-la. Entretanto, observamos limitações quanto à operacionalização e explicação insuficiente para a reprodução dos protocolos e necessidade de articulação entre os comandos metacognitivos, o aspecto da NDC e o conteúdo científico.Research, Society and Development2021-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1682910.33448/rsd-v10i7.16829Research, Society and Development; Vol. 10 No. 7; e43010716829Research, Society and Development; Vol. 10 Núm. 7; e43010716829Research, Society and Development; v. 10 n. 7; e430107168292525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/16829/14984Copyright (c) 2021 César Silva Xavier; Mauricio Abreu Pinto Peixoto; Luciana Lima de Albuquerque da Veigahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessXavier, César SilvaPeixoto, Mauricio Abreu Pinto Veiga, Luciana Lima de Albuquerque da 2021-07-18T21:07:03Zoai:ojs.pkp.sfu.ca:article/16829Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:16.755836Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
Comandos metacognitivos integrados basados en la naturaleza de la ciencia: Potencialidades, limitaciones, condiciones y possibilidades
Comandos metacognitivos embutidos baseados na natureza da ciência: Potencialidades, limitações, condições e possibilidades
title Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
spellingShingle Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
Xavier, César Silva
Metacognição
Autorregulação
Estratégias metacognitivas.
Metacognición
Autorregulación
Estrategias metacognitivas.
Metacognition
Self-regulation
Metacognitive strategies.
title_short Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
title_full Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
title_fullStr Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
title_full_unstemmed Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
title_sort Embedded metacognitive prompts based on the nature of science: Potentialities, limitations, conditions and possibilities
author Xavier, César Silva
author_facet Xavier, César Silva
Peixoto, Mauricio Abreu Pinto
Veiga, Luciana Lima de Albuquerque da
author_role author
author2 Peixoto, Mauricio Abreu Pinto
Veiga, Luciana Lima de Albuquerque da
author2_role author
author
dc.contributor.author.fl_str_mv Xavier, César Silva
Peixoto, Mauricio Abreu Pinto
Veiga, Luciana Lima de Albuquerque da
dc.subject.por.fl_str_mv Metacognição
Autorregulação
Estratégias metacognitivas.
Metacognición
Autorregulación
Estrategias metacognitivas.
Metacognition
Self-regulation
Metacognitive strategies.
topic Metacognição
Autorregulação
Estratégias metacognitivas.
Metacognición
Autorregulación
Estrategias metacognitivas.
Metacognition
Self-regulation
Metacognitive strategies.
description Qualitative research on the possibility of transposition and applicability of the Metacognitive Teaching Strategy (MES) Embedded Metacognitive Prompts Based on Nature of Science. The strategy uses modules with metacognitive commands that direct the study of scientific content based on the nature of science (NDC). The objective was to evaluate the theoretical aspects of primary research, relate them to the description of the steps for its application and evaluate the possibility of its reproduction. We found that NDC, metacognition and self-regulation theories are adequate for protocols and their use in basic education. However, we observed an insufficient explanation for the application of the protocols and the need for articulation between the metacognitive commands, the NDC aspect and the scientific content.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-27
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/16829
10.33448/rsd-v10i7.16829
url https://rsdjournal.org/index.php/rsd/article/view/16829
identifier_str_mv 10.33448/rsd-v10i7.16829
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/16829/14984
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. 10 No. 7; e43010716829
Research, Society and Development; Vol. 10 Núm. 7; e43010716829
Research, Society and Development; v. 10 n. 7; e43010716829
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
_version_ 1797052750901542912

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