Projetos de Pesquisa e Feiras de Ciências como espaços de metacognição
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2019-01
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Strohschoen, Andreia Aparecida Guimarães
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A metacognição, em linhas gerais, é a reflexão da própria cognição, a tomada de consciência sobre conhecimentos, aprendizagens e limitações. Evocar o pensamento metacognitivo é resgatar da memória o que foi estudado, refletindo compreensões e incompreensões, monitorando o próprio pensamento. A presente tese tem como tema projetos de pesquisa e feiras de ciências como espaços potenciais para o aluno evocar
o pensamento metacognitivo e (re)conhecer a própria aprendizagem. Em um sentido amplo, o objetivo geral foi reconhecer projetos de pesquisa e feiras de ciências como espaços de metacognição e autoconhecimento da aprendizagem. Este, foi subdividido em três objetivos específicos: 1) Analisar a percepção dos alunos pesquisadores por meio de evidências do pensamento metacognitivo, no que tange a aprendizagem
decorrente da elaboração e desenvolvimento de projetos de pesquisa; 2) Discutir o entendimento dos alunos pesquisadores, mediante evidências do pensamento metacognitivo, quanto a compreensão das etapas dos projetos de pesquisa; 3) Evidenciar habilidades desencadeadas nos alunos pesquisadores, relacionadas a
participação em projetos de pesquisa e feiras de ciências, potenciais espaços de metacognição. Minha justificativa para este estudo se deu em razão das modificações que vinha observando na conduta e desempenho dos alunos que haviam participado de projetos de pesquisa e feiras de ciências, e as relações que fiz com a metacognição, autoconhecimento e aprendizagem. Assim, elaborei a seguinte questão norteadora: Que evidências são perceptíveis em alunos participantes de projetos de pesquisa e feiras de ciências, de modo a reconhecer estes espaços como metacognitivos, favoráveis à aprendizagem? Na intenção de conhecer a percepção dos alunos referente as suas vivências nos espaços investigados, fiz uso de
aproximações do método fenomenológico, com uma abordagem mista, tendo como principais sujeitos 133 alunos dos Anos Finais do Ensino Fundamental e Médio, participantes da 7a Feira de Ciências Univates, bem como dez professores orientadores. Os dados foram coletados com os alunos, mediante questionário em
escala Likert, e com os professores, por meio de entrevista individual gravada, analisados pela estatística descritiva e expressos através de gráficos e vinhetas, discutidos em três categorias a priori. Dentre os resultados há evidências de intensa atividade do pensamento metacognitivo em favor da própria aprendizagem, tendo os alunos pesquisadores reconhecido suas facilidades, dificuldades e limitações. Quanto
ao entendimento das etapas dos projetos de pesquisa, os alunos consideram, de modo geral, ter clareza da metodologia científica, apresentando dificuldades específicas. Os professores divergem, considerando o processo da pesquisa científica complexo ao aluno. Consideram que, se por um lado o encadeamento das ideias fica comprometido, por outro a aprendizagem é favorecida pela integração da teoria com
a prática. Diversas foram as habilidades evidenciadas, entre elas: comunicação, postura, capacidade de síntese e planejamento, contribuindo para a autonomia do aluno. Pode-se inferir que projetos de pesquisa e feiras de ciências são espaços de metacognição e autoconhecimento da aprendizagem, oportunizando ganhos cognitivos aos envolvidos.
The metacognition, in general lines, is the reflection of the own cognition, the awareness of knowledge, learning and limitations. To evoke metacognitive thinking is to rescue from memory what has been studied, reflecting understandings and misunderstandings, monitoring your own thinking. The present thesis has the theme of research projects and science fairs as potential spaces for the student to evoke metacognitive thinking, and (re) know their own learning. In a broad sense, the overall goal was to recognize research projects and science fairs as spaces of metacognition and self-knowledge of learning. This was subdivided into three specific objectives: 1) To analyze researcher students perceptions through evidence of metacognitive thinking, in what concerns the learning resulting from the elaboration and development of research projects; 2) Discuss the understanding of researcher students, through evidence of metacognitive thinking, as to the understanding of the stages of research projects; 3) To evidence triggered abilities in researcher students, related to participation in research projects and science fairs, potential spaces of metacognition. My justification for this study was due to the changes I had been observing in the conduct and performance of students who had participated in research projects and science fairs, and the relation I have stablished with metacognition, self-knowledge and learning. Thus, I elaborated the following guiding question: What evidences are perceptible in students participating in research projects and science fairs, so to recognize these spaces as metacognitive, favorable to learning? In intention to know the students perceptions regarding their experiences in the spaces investigated, I used approximations of the phenomenological method, with a mixed approach, having as main subjects 133 students of the Final Years of Primary and Secondary Education, participants of the 7th Science Fair Univates, as well as ten guiding teachers. Data were collected with the students, using a Likert scale questionnaire, and with the teachers, through individual recorded interview, analyzed by descriptive statistics and expressed through graphs and vignettes, discussed in three a priori categories. Among the results, there is evidence of intense activity of metacognitive thought in favor of one's learning, and the research students recognize their facilities, difficulties and limitations. As to the understanding of the stages of the research projects, the students generally consider to be clear of the scientific methodology, presenting specific difficulties. Teachers differ, considering the process of complex scientific research to the student. They consider that if, on one hand, the chain of ideas is compromised, on the other hand learning is favored by the integration of theory and practice. Several skills were evidenced, among them: communication, posture, capacity for synthesis and planning, contributing to the student's autonomy. It can be inferred that research projects and science fairs are spaces of metacognition and self-knowledge of learning, providing cognitive gains to those involved.
The metacognition, in general lines, is the reflection of the own cognition, the awareness of knowledge, learning and limitations. To evoke metacognitive thinking is to rescue from memory what has been studied, reflecting understandings and misunderstandings, monitoring your own thinking. The present thesis has the theme of research projects and science fairs as potential spaces for the student to evoke metacognitive thinking, and (re) know their own learning. In a broad sense, the overall goal was to recognize research projects and science fairs as spaces of metacognition and self-knowledge of learning. This was subdivided into three specific objectives: 1) To analyze researcher students perceptions through evidence of metacognitive thinking, in what concerns the learning resulting from the elaboration and development of research projects; 2) Discuss the understanding of researcher students, through evidence of metacognitive thinking, as to the understanding of the stages of research projects; 3) To evidence triggered abilities in researcher students, related to participation in research projects and science fairs, potential spaces of metacognition. My justification for this study was due to the changes I had been observing in the conduct and performance of students who had participated in research projects and science fairs, and the relation I have stablished with metacognition, self-knowledge and learning. Thus, I elaborated the following guiding question: What evidences are perceptible in students participating in research projects and science fairs, so to recognize these spaces as metacognitive, favorable to learning? In intention to know the students perceptions regarding their experiences in the spaces investigated, I used approximations of the phenomenological method, with a mixed approach, having as main subjects 133 students of the Final Years of Primary and Secondary Education, participants of the 7th Science Fair Univates, as well as ten guiding teachers. Data were collected with the students, using a Likert scale questionnaire, and with the teachers, through individual recorded interview, analyzed by descriptive statistics and expressed through graphs and vignettes, discussed in three a priori categories. Among the results, there is evidence of intense activity of metacognitive thought in favor of one's learning, and the research students recognize their facilities, difficulties and limitations. As to the understanding of the stages of the research projects, the students generally consider to be clear of the scientific methodology, presenting specific difficulties. Teachers differ, considering the process of complex scientific research to the student. They consider that if, on one hand, the chain of ideas is compromised, on the other hand learning is favored by the integration of theory and practice. Several skills were evidenced, among them: communication, posture, capacity for synthesis and planning, contributing to the student's autonomy. It can be inferred that research projects and science fairs are spaces of metacognition and self-knowledge of learning, providing cognitive gains to those involved.
Descrição
Palavras-chave
Aluno pesquisador; Pesquisa científica; Estratégia de ensino; Autoconhecimento; Autonomia; Student researcher; Scientific research; Teaching strategy; Self knowledge; Autonomy
Citação
GEWEHR, Diógenes. Projetos de Pesquisa e Feiras de Ciências como espaços de metacognição. 2019. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 jan. 2019. Disponível em: http://hdl.handle.net/10737/2762.