A Possible definition of metacognition for the teaching of sciences
There is consensus in the academic community that metacognition influences the learning of subjects, as well as their constitution as critical citizens. However, since the areas that investigate this phenomenon are diverse, it is difficult to have a consensual characterization of it. The objective o...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/1629 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/1629 |
| Access Level: | acceso abierto |
| Palabra clave: | Metacognition epistemological obstacles didactics of biology Metacognición obstáculos epistemológicos didáctica de la biología |
| Sumario: | There is consensus in the academic community that metacognition influences the learning of subjects, as well as their constitution as critical citizens. However, since the areas that investigate this phenomenon are diverse, it is difficult to have a consensual characterization of it. The objective of this article is to present a possible definition of this construct that is useful for the construction of science activities. From research in science education, and in particular biology, we will present concrete examples related to the reading of scientific texts, problem solving and epistemological obstacles. |
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