Approaches between metacognitive monitoring and portfolio elaboration in a General Chemistry discipline
This article aims to verify the possibilities of using the pedagogical portfolio associated with Flavell's (1979) metacognitive monitoring, through self-assessment and self-regulation provided to students by this tool, mediated by devolutives and guidelines given by the teacher. A case study of...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal do Pará (UFPA) |
| Repositorio: | Amazônia (Universidade Federal do Pará. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.ufpa.br:article/5578 |
| Acceso en línea: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/5578 |
| Access Level: | acceso abierto |
| Palabra clave: | Portfolio; Metacognition; Chemical Education; John Flavell; Metacognitive strategy. Portfólio; Metacognição; Ensino de Química; John Flavell; Estratégia metacognitiva. |
| Sumario: | This article aims to verify the possibilities of using the pedagogical portfolio associated with Flavell's (1979) metacognitive monitoring, through self-assessment and self-regulation provided to students by this tool, mediated by devolutives and guidelines given by the teacher. A case study of a student of the Federal University of ABC was done during a General Chemistry discipline. The student's records were analyzed after each class, weekly, with his perceptions and self-assessments and the grades obtained in two tests applied in the discipline were observed. The results indicate an improvement in the student's performance and attitude, with his active participation in the process, with propositions of strategies more appropriate to his study routine and better organization due to the metacognitive monitoring proposed in this study. Thus, it was found that it is possible to approximate the use of classroom portfolios with John Flavell's reference to metacognitive monitoring and that the portfolio, as well as its conduction by the teacher, had a positive participation in the learning process in the discipline of General Chemistry by the analyzed student. |
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