Imagem da capa

Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education

There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning...

ver descrição completa

Principais autores: Francisco, Welington, Silva, Erivanildo Lopes, Wartha, Edson José
Formato: Artigo
Idioma: Inglês
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2021
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/11893
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
id peri-article-11893
recordtype ojs
spelling peri-article-118932022-10-18T23:38:27Z Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education Conhecimentos e experiências metacognitivas de professores de química sobre ensino por investigação: um foco na formação continuada Francisco, Welington Silva, Erivanildo Lopes Wartha, Edson José Educação, Ensino-Aprendizagem Continuing Education; Metacognition; Metacognitive knowledge; Metacognitive experiences Formação continuada; Metacognição; Conhecimentos metacognitivos; Experiências metacognitivas There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it. Percebe-se uma orientação ampla no ensino de Ciências de que a formação continuada deve focar nos anseios dos professores. Para isso, um dos caminhos é adotar uma perspectiva metacognitiva para possibilitar uma maior reflexão, criação de significados, reavaliação e redirecionamentos. Atendendo a esse panorama, o objetivo deste trabalho é apresentar uma discussão sobre quais os conhecimentos metacognitivos que professores possuem sobre o ensino por investigação e que experiências metacognitivas podem ser pensadas por eles para desenvolver um ensino (mais) investigativo em suas aulas. Assumindo essa tese e apoiando-se nos mecanismos da pesquisa-ação, foi realizado um curso de formação para professores em exercício entre os meses de agosto e dezembro de 2019 com a participação de seis professores de Química que lecionam no ensino público e integral do estado de Sergipe. Os resultados, obtidos a partir da gravação em áudio de uma primeira fase do curso, destacaram que os professores possuem conhecimentos metacognitivos adequados sobre o ensino por investigação, como dar maior autonomia para os estudantes para elaborar argumentos, propor soluções, tomar decisões e resolver problemas. Os debates no curso permitiram uma ampliação desses conhecimentos a partir de propostas que incluem diferentes tipos de experiências metacognitivas. Portanto, entende-se que assumir abordagens metacognitivas para formação continuada e também para a formação inicial possibilita: primeiramente o monitoramento dos conhecimentos metacognitivos já apropriados; e em seguida, a reflexão deles para o planejamento de novas experiências metacognitivas que serão adicionadas aos conhecimentos metacognitivos, ampliando-os e melhorando-os. Universidade Tecnológica Federal do Paraná (UTFPR) Capes - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Coordination for the Improvement of Higher Education Personnel (CAPES) 2021-03-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão application/pdf http://periodicos.utfpr.edu.br/actio/article/view/11893 10.3895/actio.v6n1.11893 ACTIO: Teaching in Sciences; v. 6, n. 1 (2021); 1-21 ACTIO: Docência em Ciências; v. 6, n. 1 (2021); 1-21 2525-8923 10.3895/actio.v6n1 eng http://periodicos.utfpr.edu.br/actio/article/view/11893/8234 http://periodicos.utfpr.edu.br/actio/article/downloadSuppFile/11893/1639 Direitos autorais 2021 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Inglês
format Artigo
author Francisco, Welington
Silva, Erivanildo Lopes
Wartha, Edson José
spellingShingle Francisco, Welington
Silva, Erivanildo Lopes
Wartha, Edson José
Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
author_sort Francisco, Welington
title Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
title_short Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
title_full Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
title_fullStr Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
title_full_unstemmed Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
title_sort metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education
description There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2021
url http://periodicos.utfpr.edu.br/actio/article/view/11893
_version_ 1805450639082258432
score 10,814766

Registros relacionados