METACOGNIÇÃO E AS ATIVIDADES EXPERIMENTAIS EM FÍSICA: APROXIMAÇÕES TEÓRICAS
METACOGNITION AND ACTIVITIES IN EXPERIMENTAL PHYSICS: THEORETICAL APPROACHES
DOI:
https://doi.org/10.1590/1983-21172014150107Palavras-chave:
Pensamento Metacognitivo; Atividades Experimentais; Ensino de Física.Resumo
O presente estudo refere-se a uma investigação teórica que teve o objetivo de estabelecer o conceito de metacognição e seus elementos, possíveis de serem potencializados nas atividades experimentais desenvolvidas na disciplina de Física no Ensino Médio. Devido à polissemia do termo na literatura, e diante dos resultados promissores de sua inserção no contexto educacional, julga-se pertinente proceder a uma identificação nas pesquisas internacionais, a fim de estabelecer os momentos em que essa forma de pensamento pode ser potencializada pelo professor, qualificando a aprendizagem. Como resultado, foram identificados seis elementos metacognitivos que, igualmente, se fazem presentes nas atividades experimentais e que, portanto, precisam ser entendidos como férteis, não somente em termos cognitivos, mas também para o estabelecimento de uma cultura de evocação do pensamento metacognitivo.
This study refers to a theoretical investigation to establish the concept of metacognition and its elements that could be leveraged in experimental activities carried out in Physics High school. Due to the different meanings of the term in literature and the promising results of its inclusion in the educational context, it is deemed appropriate to carry out an identification in international studies in order to establish when this thought may be enhanced by the teacher, qualifying learning. As a result, we identifies six metacognitive elements that are also present in the experimental activities and need to be understood as fertile, not only in cognitive terms, but also in the establishing a culture of evocation of metacognitive thinking.
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