Metacognition in education researches: a review from the brazilian theses and dissertations

Detalhes bibliográficos
Autor(a) principal: Rosa, Cleci Teresinha Werner da
Data de Publicação: 2020
Outros Autores: Schmitz, Kymberly de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Actio (Curitiba)
Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/10676
Resumo: The essay’s goal is to present a study which was developed together with the Brazilian theses and dissertations and verify the ways metacognition has been connected with the educational field. The problematic begins with the diversity of possibilities of metacognition’s usage and how the national literature has been worth it, considering the specificity of this area. The basic question of the study was: what does the Brazilian researches developed in the field reveal about metacognition? From the selection of twenty two theses and dissertations relating the period of 2013 to 2017, a group of categories was listed representing these researches, that pointed to the results of the study. Among the most meaningful results are: the reduced numer of essays involving the theme; the emphasis in processes related to mathematics’ learning; the studies involving expertise and its linking with the metacognition’ thinking; the dominance of qualitative approaches in researches; and, the scarce studies bringing metacognition close to the affective domain.
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spelling Metacognition in education researches: a review from the brazilian theses and dissertationsA metacognição nas pesquisas em educação: uma revisão a partir das teses e dissertações brasileirasEnsino de FísicaMetacognição; Pesquisas brasileiras; Estado do conhecimentoMetacognition; Brazilian researches; State of knowledgeThe essay’s goal is to present a study which was developed together with the Brazilian theses and dissertations and verify the ways metacognition has been connected with the educational field. The problematic begins with the diversity of possibilities of metacognition’s usage and how the national literature has been worth it, considering the specificity of this area. The basic question of the study was: what does the Brazilian researches developed in the field reveal about metacognition? From the selection of twenty two theses and dissertations relating the period of 2013 to 2017, a group of categories was listed representing these researches, that pointed to the results of the study. Among the most meaningful results are: the reduced numer of essays involving the theme; the emphasis in processes related to mathematics’ learning; the studies involving expertise and its linking with the metacognition’ thinking; the dominance of qualitative approaches in researches; and, the scarce studies bringing metacognition close to the affective domain.O presente texto destina-se a apresentar um estudo desenvolvido junto a teses e dissertações brasileiras com objetivo de verificar a forma como a metacognição tem sido vinculada ao campo educacional. A problemática parte da diversidade de possibilidades de utilização da metacognição e o modo como a literatura nacional tem se valido dela, considerando as especificidades desta área. A questão norteadora do estudo foi: o que revelam as pesquisas brasileiras desenvolvidas no campo da Educação sobre metacognição? A partir da seleção de 22 teses e dissertações relativas ao período de 2013 a 2017, foram elencados um conjunto de categorias representando características dessas pesquisas que, por sua vez, apontaram os resultados do estudo. Dentre esses resultados mais significativos, estão: o reduzido número de trabalhos envolvendo a temática; a ênfase em processos relacionados a aprendizagem em Matemática; os estudos envolvendo expertise e sua vinculação com o pensamento metacognitivo; a predominância da abordagem qualitativa nas pesquisas; e, os escassos estudos aproximando a metacognição do domínio afetivo.Universidade Tecnológica Federal do Paraná (UTFPR)CNPqRosa, Cleci Teresinha Werner daSchmitz, Kymberly de Oliveira2020-07-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoPesquisa bibliograficaapplication/pdfhttps://periodicos.utfpr.edu.br/actio/article/view/1067610.3895/actio.v5n2.10676ACTIO: Teaching in Sciences; v. 5, n. 2 (2020); 1-22ACTIO: Docência em Ciências; v. 5, n. 2 (2020); 1-222525-892310.3895/actio.v5n2reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/10676/7581Direitos autorais 2020 ACTIO: Docência em Ciênciashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:35Zoai:periodicos.utfpr:article/10676Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:53:35Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Metacognition in education researches: a review from the brazilian theses and dissertations
A metacognição nas pesquisas em educação: uma revisão a partir das teses e dissertações brasileiras
title Metacognition in education researches: a review from the brazilian theses and dissertations
spellingShingle Metacognition in education researches: a review from the brazilian theses and dissertations
Rosa, Cleci Teresinha Werner da
Ensino de Física
Metacognição; Pesquisas brasileiras; Estado do conhecimento
Metacognition; Brazilian researches; State of knowledge
title_short Metacognition in education researches: a review from the brazilian theses and dissertations
title_full Metacognition in education researches: a review from the brazilian theses and dissertations
title_fullStr Metacognition in education researches: a review from the brazilian theses and dissertations
title_full_unstemmed Metacognition in education researches: a review from the brazilian theses and dissertations
title_sort Metacognition in education researches: a review from the brazilian theses and dissertations
author Rosa, Cleci Teresinha Werner da
author_facet Rosa, Cleci Teresinha Werner da
Schmitz, Kymberly de Oliveira
author_role author
author2 Schmitz, Kymberly de Oliveira
author2_role author
dc.contributor.none.fl_str_mv
CNPq
dc.contributor.author.fl_str_mv Rosa, Cleci Teresinha Werner da
Schmitz, Kymberly de Oliveira
dc.subject.por.fl_str_mv Ensino de Física
Metacognição; Pesquisas brasileiras; Estado do conhecimento
Metacognition; Brazilian researches; State of knowledge
topic Ensino de Física
Metacognição; Pesquisas brasileiras; Estado do conhecimento
Metacognition; Brazilian researches; State of knowledge
description The essay’s goal is to present a study which was developed together with the Brazilian theses and dissertations and verify the ways metacognition has been connected with the educational field. The problematic begins with the diversity of possibilities of metacognition’s usage and how the national literature has been worth it, considering the specificity of this area. The basic question of the study was: what does the Brazilian researches developed in the field reveal about metacognition? From the selection of twenty two theses and dissertations relating the period of 2013 to 2017, a group of categories was listed representing these researches, that pointed to the results of the study. Among the most meaningful results are: the reduced numer of essays involving the theme; the emphasis in processes related to mathematics’ learning; the studies involving expertise and its linking with the metacognition’ thinking; the dominance of qualitative approaches in researches; and, the scarce studies bringing metacognition close to the affective domain.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-23
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares, Artigos Originais, Artigos de Revisão
Pesquisa bibliografica
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10676
10.3895/actio.v5n2.10676
url https://periodicos.utfpr.edu.br/actio/article/view/10676
identifier_str_mv 10.3895/actio.v5n2.10676
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/actio/article/view/10676/7581
dc.rights.driver.fl_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 ACTIO: Docência em Ciências
http://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 Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv ACTIO: Teaching in Sciences; v. 5, n. 2 (2020); 1-22
ACTIO: Docência em Ciências; v. 5, n. 2 (2020); 1-22
2525-8923
10.3895/actio.v5n2
reponame:Actio (Curitiba)
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Actio (Curitiba)
collection Actio (Curitiba)
repository.name.fl_str_mv Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br
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