Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Cássia de Andrade Gomes
Data de Publicação: 2021
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/2190
Resumo: This Research begins with the necessity of contributing with the qualification of Physics’ teaching and learning process, through the use of metacognitive strategies associated with the interpretation of texts. The study advocates the importance of using texts in Physics teaching, as well as the potential of explicit use of metacognitive strategies during didactic activities. The investigation questions the way these strategies can be associated with the reading of scientific texts in the teaching of Physics, pointing out that those present in the literature do not sufficiently contemplate the set of elements considered to be part of the understanding of metacognition in the sense of Rosa (2011) and derivative from the studies of Flavell (1976; 1979) and Brown (1978; 1987). With this statement, followed by the need of developing a proposal that contemplates the metacognitive elements announced by the mentioned authors, the question that guided the study was formulated: how can the metacognitive strategies, as a didactic possibility, contribute to qualify the reading and comprehension of a text? With this, the general goal of the study was outlined to analyze the relevance of a model of metacognitive strategies developed for the reading and comprehension of texts in Physics classes. To answer this question and achieve the proposed goal, the study developed a proposal for the use of metacognitive strategies based on the use of quoting, circumscribing it in a sequence of constructivist teaching. The teaching sequence was structured in five meetings and developed in the ninth grade group from a private Elementary School, in the town of Nova Prata, Rio Grande do Sul. The research took a qualitative approach to evaluate, through the notes of metacognitive strategies usage when students proceeded to read texts guided by metacognitive questions. In addition to this assessment, the study used questions of metacognitive consciousness applied at the beginning and at the end of the teaching sequence, as well as semi-tructured interviews with the participants from the study. The results of the questioning of metacognitive consciousness, interviews and logbook records allow us to infer that the proposed strategy model becomes relevant, as the use of the metacognitive reading guide favors the evocation of metacognitive thinking, presenting itself as an alternative for improving text comprehension. Finally, the study points out the need to share metacognitive reading strategies, so that they are available to teachers so that they can implement them in their teaching practices. Thus, the study originated a support material that compiles metacognitive reading strategies present in the literature and the strategy model proposed in the present study, it consists of the educational product of this dissertation, available in: <https://educapes.capes.gov.br/handle/capes/598616>.
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spelling Rosa, Cleci Teresinha Werner da59886374004http://lattes.cnpq.br/2811799682690860Zoch, Alana Neto48886173091http://lattes.cnpq.br/2868869983502983017242.60065http://lattes.cnpq.br/2627651328060327Ribeiro, Cássia de Andrade Gomes2022-03-28T19:58:22Z2021-04-07RIBEIRO, Cássia de Andrade Gomes. Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física. 2021. 117 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.http://tede.upf.br:8080/jspui/handle/tede/2190This Research begins with the necessity of contributing with the qualification of Physics’ teaching and learning process, through the use of metacognitive strategies associated with the interpretation of texts. The study advocates the importance of using texts in Physics teaching, as well as the potential of explicit use of metacognitive strategies during didactic activities. The investigation questions the way these strategies can be associated with the reading of scientific texts in the teaching of Physics, pointing out that those present in the literature do not sufficiently contemplate the set of elements considered to be part of the understanding of metacognition in the sense of Rosa (2011) and derivative from the studies of Flavell (1976; 1979) and Brown (1978; 1987). With this statement, followed by the need of developing a proposal that contemplates the metacognitive elements announced by the mentioned authors, the question that guided the study was formulated: how can the metacognitive strategies, as a didactic possibility, contribute to qualify the reading and comprehension of a text? With this, the general goal of the study was outlined to analyze the relevance of a model of metacognitive strategies developed for the reading and comprehension of texts in Physics classes. To answer this question and achieve the proposed goal, the study developed a proposal for the use of metacognitive strategies based on the use of quoting, circumscribing it in a sequence of constructivist teaching. The teaching sequence was structured in five meetings and developed in the ninth grade group from a private Elementary School, in the town of Nova Prata, Rio Grande do Sul. The research took a qualitative approach to evaluate, through the notes of metacognitive strategies usage when students proceeded to read texts guided by metacognitive questions. In addition to this assessment, the study used questions of metacognitive consciousness applied at the beginning and at the end of the teaching sequence, as well as semi-tructured interviews with the participants from the study. The results of the questioning of metacognitive consciousness, interviews and logbook records allow us to infer that the proposed strategy model becomes relevant, as the use of the metacognitive reading guide favors the evocation of metacognitive thinking, presenting itself as an alternative for improving text comprehension. Finally, the study points out the need to share metacognitive reading strategies, so that they are available to teachers so that they can implement them in their teaching practices. Thus, the study originated a support material that compiles metacognitive reading strategies present in the literature and the strategy model proposed in the present study, it consists of the educational product of this dissertation, available in: <https://educapes.capes.gov.br/handle/capes/598616>.A presente pesquisa parte da necessidade de contribuir com a qualificação do processo de ensino e de aprendizagem em Física, por meio da utilização de estratégias metacognitivas associadas à leitura e compreensão de textos. O estudo advoga sobre a importância da utilização de textos no ensino de Física, bem como acerca da potencialidade do uso explícito de estratégias metacognitivas durante as atividades didáticas. A investigação problematiza o modo como essas estratégias podem ser associadas à leitura de textos científicos no ensino de Física, apontando que as presentes na literatura não contemplam suficientemente o conjunto de elementos tidos como integrantes do entendimento de metacognição na acepção de Rosa (2011) e derivado dos estudos de Flavell (1976; 1979) e Brown (1978; 1987). Com esse entendimento, acompanhado da necessidade de desenvolver uma proposta que contemple os elementos metacognitivos anunciados pelos autores citados, formulou-se a questão que norteia o estudo: como as estratégias metacognitivas, enquanto possibilidade didática, podem contribuir para qualificar a leitura e compreensão de texto? A partir dessa questão, delineou-se como objetivo geral do estudo analisar a pertinência de um modelo de estratégias metacognitivas desenvolvido para a leitura e compreensão de textos em aulas de Física. Para responder tal questionamento e atingir o objetivo proposto, o estudo elaborou uma proposta de utilização de estratégias metacognitivas a partir do uso de questionamentos, circunscrevendo-a em uma sequência de ensino construtivista. A sequência de ensino foi estruturada em cinco encontros e desenvolvida com uma turma de nono ano do Ensino Fundamental, em uma escola da rede privada no município de Nova Prata, RS. A pesquisa tomou uma abordagem qualitativa de avalição, por meio dos registros do uso das estratégias metacognitivas no momento em que os estudantes procederam a leitura de textos guiados pelos questionamentos metacognitivos. Somado a essa avaliação, o estudo recorreu a questionamentos de consciência metacognitiva aplicados no início e ao final da sequência de ensino, bem como a entrevistas semiestruturadas com participantes do estudo. Os resultados dos questionamentos de consciência metacognitiva, das entrevistas e os registros do diário de bordo permitem inferir que o modelo de estratégia proposto se torna pertinente, à medida que o uso do guia de leitura metacognitivo favorece a evocação do pensamento metacognitivo, apresentando-se como uma alternativa para a melhoria da compreensão de textos. Por fim, o estudo aponta a necessidade de partilhar as estratégias metacognitivas de leitura, a fim de que estejam ao alcance de professores para que possam implementá-las em suas práticas docentes. Desse modo, o estudo deu origem a um material de apoio que compila estratégias metacognitivas de leitura presentes na literatura e o modelo de estratégia proposto no presente estudo, o mesmo consiste no produto educacional desta dissertação, disponibilizado em: <https://educapes.capes.gov.br/handle/capes/598616>.Submitted by Jucelei Domingues (jucelei@upf.br) on 2022-03-28T19:58:22Z No. of bitstreams: 1 2021CassiadeA.G.Ribeiro.pdf: 4109658 bytes, checksum: 61347d51fe6e25ac198c12fbb9df8222 (MD5)Made available in DSpace on 2022-03-28T19:58:22Z (GMT). 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dc.title.por.fl_str_mv Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
title Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
spellingShingle Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
Ribeiro, Cássia de Andrade Gomes
Física - Estudo e ensino
Ensino - Meios auxiliares
Didática
Leitura
CIENCIAS EXATAS E DA TERRA::MATEMATICA
title_short Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
title_full Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
title_fullStr Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
title_full_unstemmed Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
title_sort Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física
author Ribeiro, Cássia de Andrade Gomes
author_facet Ribeiro, Cássia de Andrade Gomes
author_role author
dc.contributor.advisor1.fl_str_mv Rosa, Cleci Teresinha Werner da
dc.contributor.advisor1ID.fl_str_mv 59886374004
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2811799682690860
dc.contributor.advisor-co1.fl_str_mv Zoch, Alana Neto
dc.contributor.advisor-co1ID.fl_str_mv 48886173091
dc.contributor.advisor-co1Lattes.fl_str_mv http://lattes.cnpq.br/2868869983502983
dc.contributor.authorID.fl_str_mv 017242.60065
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/2627651328060327
dc.contributor.author.fl_str_mv Ribeiro, Cássia de Andrade Gomes
contributor_str_mv Rosa, Cleci Teresinha Werner da
Zoch, Alana Neto
dc.subject.por.fl_str_mv Física - Estudo e ensino
Ensino - Meios auxiliares
Didática
Leitura
topic Física - Estudo e ensino
Ensino - Meios auxiliares
Didática
Leitura
CIENCIAS EXATAS E DA TERRA::MATEMATICA
dc.subject.cnpq.fl_str_mv CIENCIAS EXATAS E DA TERRA::MATEMATICA
description This Research begins with the necessity of contributing with the qualification of Physics’ teaching and learning process, through the use of metacognitive strategies associated with the interpretation of texts. The study advocates the importance of using texts in Physics teaching, as well as the potential of explicit use of metacognitive strategies during didactic activities. The investigation questions the way these strategies can be associated with the reading of scientific texts in the teaching of Physics, pointing out that those present in the literature do not sufficiently contemplate the set of elements considered to be part of the understanding of metacognition in the sense of Rosa (2011) and derivative from the studies of Flavell (1976; 1979) and Brown (1978; 1987). With this statement, followed by the need of developing a proposal that contemplates the metacognitive elements announced by the mentioned authors, the question that guided the study was formulated: how can the metacognitive strategies, as a didactic possibility, contribute to qualify the reading and comprehension of a text? With this, the general goal of the study was outlined to analyze the relevance of a model of metacognitive strategies developed for the reading and comprehension of texts in Physics classes. To answer this question and achieve the proposed goal, the study developed a proposal for the use of metacognitive strategies based on the use of quoting, circumscribing it in a sequence of constructivist teaching. The teaching sequence was structured in five meetings and developed in the ninth grade group from a private Elementary School, in the town of Nova Prata, Rio Grande do Sul. The research took a qualitative approach to evaluate, through the notes of metacognitive strategies usage when students proceeded to read texts guided by metacognitive questions. In addition to this assessment, the study used questions of metacognitive consciousness applied at the beginning and at the end of the teaching sequence, as well as semi-tructured interviews with the participants from the study. The results of the questioning of metacognitive consciousness, interviews and logbook records allow us to infer that the proposed strategy model becomes relevant, as the use of the metacognitive reading guide favors the evocation of metacognitive thinking, presenting itself as an alternative for improving text comprehension. Finally, the study points out the need to share metacognitive reading strategies, so that they are available to teachers so that they can implement them in their teaching practices. Thus, the study originated a support material that compiles metacognitive reading strategies present in the literature and the strategy model proposed in the present study, it consists of the educational product of this dissertation, available in: <https://educapes.capes.gov.br/handle/capes/598616>.
publishDate 2021
dc.date.issued.fl_str_mv 2021-04-07
dc.date.accessioned.fl_str_mv 2022-03-28T19:58:22Z
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dc.identifier.citation.fl_str_mv RIBEIRO, Cássia de Andrade Gomes. Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física. 2021. 117 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.
dc.identifier.uri.fl_str_mv http://tede.upf.br:8080/jspui/handle/tede/2190
identifier_str_mv RIBEIRO, Cássia de Andrade Gomes. Estratégias metacognitivas para leitura e compreensão de textos : avaliação de uma proposta no contexto do ensino de física. 2021. 117 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2021.
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