O desenvolvimento de estratégias metacognitivas e de autorregulação : estudo de caso na disciplina de física e química A, no ensino secundário
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Data
2017
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Nesta tese pretendeu-se investigar de que forma as estratégias de autorregulação,
utilizadas durante o tempo de estudo, por alunos do Ensino Secundário, contribuíram para a
rentabilização do mesmo na disciplina de Física e Química A. A escolha deste tema
relaciona-se com a necessidade emergente de a Escola contribuir para o desenvolvimento
pessoal e social dos seus alunos, apetrechando-os com ferramentas que lhes permitam, de uma
forma mais autónoma, desenvolver competências capazes de organizar e potenciar o seu
estudo, o que poderá afetar positivamente as suas aprendizagens. Neste sentido, teve-se em
conta os modelos de Flavell e Zimmerman, que valorizam a dimensão metacognitiva da
atividade discente, a perspetiva de Bandura sobre a autorregulação das aprendizagens e a
atividade do professor como «interlocutor qualificado», os quais podem ser considerados
como fontes de inspiração da pesquisa realizada.
A investigação foi realizada numa Escola Secundária da zona litoral norte do país, e
ancorou-se no paradigma fenomenológico interpretativo, desenvolvendo-se, por um lado, um
programa de trabalho através do qual se visava suscitar a autorreflexão dos estudantes e, por
outro, um projeto de investigação sobre o mesmo que se construiu através de uma análise quer
dos conteúdos dos roteiros de autorregulação das estratégias e de comportamentos que os
alunos preencheram, quer dos textos de autorreflexão que estes redigiram, quer, finalmente,
dos seus depoimentos, obtidos através da realização de um grupo de discussão focalizada.
Face aos resultados deste estudo parece-nos ser possível confirmar que os alunos se
mostraram capazes de refletir sobre a sua atividade intelectual e, também, que os conteúdos
dos seus discursos e dos seus textos demonstram não só uma tal possibilidade como fornecem
alguns dados relevantes no domínio do estudo sobre as aprendizagens autorreguladas e a
dimensão metacognitiva das aprendizagens.
This projects aims to research in what way the self-regulation strategies, used during the study period of secondary education students, contributed to make that study period more profitable in the subjects of Physics and Chemistry A. The choice of this topic relates to the emerging need for the school to contribute to the personal and social development of its students, providing them with tools which, in a more autonomous way, allow them to develop skills for organizing and strengthening their study, which may positively affect learning. In this sense, we took into account the models of Flavell and Zimmerman, who value the metacognitive dimension of learning, as well as the perspective of Bandura on the self-regulation of learning and also the teacher’s role as a “qualified interlocutor”, all of which may be considered as sources of inspiration for this research. The research was performed in a secondary school in the littoral northern area of the country and was anchored on the interpretative phenomenological paradigm (Amado, 2014). On the one hand, we developed a work programme with the goal of raising the students’ ability for self-reflection, and on the other we prepared a research project based on that programme through an analysis of the surveys about the self-regulatory strategies and the behaviours filled in by the students, the self-reflection texts which they themselves produced and also their testimonies, collected by means of a focalized discussion group. Taking into account the results of this study, it seems possible to state that, on the one hand, the students proved capable of reflecting on their own intellectual activity, while, on the other, the content of their speeches and texts shows the possibility as well as some relevant data in the area of the study on self-regulated learning and the metacognitive dimension of learning.
This projects aims to research in what way the self-regulation strategies, used during the study period of secondary education students, contributed to make that study period more profitable in the subjects of Physics and Chemistry A. The choice of this topic relates to the emerging need for the school to contribute to the personal and social development of its students, providing them with tools which, in a more autonomous way, allow them to develop skills for organizing and strengthening their study, which may positively affect learning. In this sense, we took into account the models of Flavell and Zimmerman, who value the metacognitive dimension of learning, as well as the perspective of Bandura on the self-regulation of learning and also the teacher’s role as a “qualified interlocutor”, all of which may be considered as sources of inspiration for this research. The research was performed in a secondary school in the littoral northern area of the country and was anchored on the interpretative phenomenological paradigm (Amado, 2014). On the one hand, we developed a work programme with the goal of raising the students’ ability for self-reflection, and on the other we prepared a research project based on that programme through an analysis of the surveys about the self-regulatory strategies and the behaviours filled in by the students, the self-reflection texts which they themselves produced and also their testimonies, collected by means of a focalized discussion group. Taking into account the results of this study, it seems possible to state that, on the one hand, the students proved capable of reflecting on their own intellectual activity, while, on the other, the content of their speeches and texts shows the possibility as well as some relevant data in the area of the study on self-regulated learning and the metacognitive dimension of learning.
Descrição
Orientação: Rui Trindade ; co-orientação: Alcina de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO DA FÍSICA, ENSINO DA QUÍMICA, APRENDIZAGEM, METACOGNIÇÃO, ESTRATÉGIAS DE ENSINO, ESTUDOS DE CASO, EDUCATION, PHYSICS TEACHING, CHEMISTRY TEACHING, LEARNING, METACOGNITION, TEACHING STRATEGIES, CASE STUDIES