Evidences of metacognitive knowledge in decision making as a physics teacher
DOI:
https://doi.org/10.5007/2175-795X.2021.e71487Abstract
The study investigates subjects who chose to take a physics degree course from positive experiences regarding the discipline during the training process in basic education. The study was guided by the questions: In what context do the positive experiences of students of basic education have repercussions on conscious choices for being a teacher of Physics? To what extent do (or not) evidence of metacognitive knowledge appear in the decision-making of acting as a teacher? By conscious choices we mean those that are accompanied by the evaluation of our own knowledge (metacognitive knowledge) and by lived experiences we understand the results of something that impacts and influences the subject. The purpose of the study is to analyze the relationship between the positive experiences in basic education and the activation of metacognitive knowledge in students who choose Physics. The methodology involved two steps, the first one was associated with a questionnaire applied to course participants and allowed to map those who had opted for it from experiencing positive experiences in relation to Physics during their high school period. In the second stage, the object of discussion in this text, we conducted interviews with eight subjects in order to verify whether the option for the course was associated with the evocation of metacognitive thinking and under what circumstances this occurred. The results allowed us to identify that the choices are associated with metacognitive knowledge, however, to different degrees depending on the context in which the positive experience occurred.
References
ALONSO CRESPO, Francisco. Metacognición y aprendizaje: influencia de los enfoques, conocimientos metacognitivos y práctica estratégica sobre el rendimiento académico, en alumnos de ESO. 1993. Tese (Doutorado) - Departamento de Psicología Evolutiva y de la Educación, Universidad Complutense de Madrid, Madrid. 1993.
BOGDAN, Robert; BIKLEN, Sari Knopp. Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora, 1994.
BROCK, Cátia. A opção profissional pela licenciatura em Física: uma investigação acerca das origens desta decisão. Dissertação (Mestrado em Educação em ciências e Matemática). Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre 2010.
DEWEY, John. Experiência e educação. São Paulo: Companhia Editora Nacional 1976.
EFKLIDES, Anastacia. Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, v. 1, n. 1, p. 3-14, 2006. Disponível em: https://www.sciencedirect.com/science/article/pii/S1747938X06000029 Acesso: 3 de mai. 2018.
FLAVELL, John Hurley. Metacognitive aspects of problem solving. In: RESNICK, Lauren B. (Ed.). The nature of intelligence. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1976. p. 231-236.
FLAVELL, John Hurley. Speculations about the nature and development of metacognition. In: FLAVELL, John Hurley; WELLMAN, Henry M. Metamemory. In: KAIL, Robert V.; HAGEN, John W. (Eds.). Perspectives on the development of memory and cognition. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1977. p. 3-33.
LAFORTUNE, Louise; SAINT-PIERRE, Lise. A afectividade e a metacognição na sala de aula. Tradução de Joana Chaves. Lisboa: Instituto Piaget, 1996.
OLIVEIRA, Ramon I. S.; SANTOS Luiz Otávio S. O papel do PIBID na escolha pela carreira docente: Um agente ativo na manutenção do número de professores. In: CONGRESSO NACIONAL DE EDUCAÇÃO. João Pessoa. Paraíba. 2017.
PAJARES, Frank. Motivational role of self-efficacy beliefs in selfregulated learning. In: SCHUNK, Dale H.; ZIMMERMAN, Barry. J. (Eds.), Motivation and self-regulated learning: theory, research, and applications. New Jersey: Lawrence Erlbaum. 2008. p. 111–139.
PINTRICH, Paul R. et al. The development of strategic readers. In: BARR, Rebecca. Handbook of reading research. New York: Longman, 1991. v. 2. p. 609-639.
ROSA, Cleci T. Werner da. A metacognição e as atividades experimentais no ensino de Física. 2011. Tese (Doutorado). Programa de Pós-Graduação em Educação Científica e Tecnológica) - Universidade Federal de Santa Catarina, Florianópolis, Brasil, 2011.
ROSA, Cleci T. Werner da. Metacognição no ensino de Física: da concepção à aplicação. Passo Fundo: Editora da Universidade de Passo Fundo, 2014.
SIMÕES, Bruno. Por quê tornar-se professor de Física? 2013. Dissertação (Mestrado). Programa de Pós-Graduação em Educação Científica e Tecnológica) – Universidade Federa de Santa Catarina, Florianópolis, 2013.
UENO, Michele H. A “tensão essencial” na formação de professores de Física: entre o pensamento convergente e o pensamento divergente. 2004. Dissertação (Mestrado). Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - Universidade Estadual de Londrina, Londrina, 2004.
WHITE, Richard T. Metacognition. In: KEEVES, John P. (Ed.). Educational research, methodology and measurement: an international handbook. Oxford: Pergamon Press, 1990. p. 70-75.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Emanuel Cesar Pimentel, Cleci Teresinha Werner da Rosa
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published as article in Perspectiva Journal and quote the complete references.
