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O desenvolvimento metacognitivo de alunos do 3º ciclo e as atividades de investigação no ensino das ciências
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Abstract(s)
Este trabalho teve um duplo objetivo: o primeiro, traduzir e adaptar dois instrumentos de avaliação da metacognição, destinados a estudantes do 3º ciclo para avaliar as diferenças existentes entre estudantes do 7º, 8º e 9º ano de escolaridade; o segundo, perceber em que medida o envolvimento de um grupo de alunos do 8º ano em atividades de investigação, num contexto de ensino das ciências, favorece o seu desenvolvimento metacognitivo. Assim, num primeiro estudo, procedeu-se à tradução, adaptação e validação da versão B do Jr. Metacognition Awareness Inventory (Jr. MAI), criado por Sperling, Howard, Miller e Murphy (2002), assim como da secção Self-Regulated Learning Strategies do Motivated Strategies for Learning Questionnaire (MSLQ), elaborado por Pintrich e De Groot (1990). Participaram neste estudo 995 alunos (560 alunos do 7º ano de escolaridade, 270 alunos do 8º ano e 165 alunos do 9º ano), de 11 escolas. Foram avaliadas as consistências internas da versão B do Jr. MAI ( α=.85) e das duas escalas da secção do MSLQ, Uso da Estratégia Cognitiva (α=.88) e Autorregulação (α=.81). Foram efetuadas análises fatoriais confirmatórias para perceber de que forma os itens avaliam componentes da metacognição, nomeadamente o conhecimento da cognição e a regulação da cognição. Foram avaliadas as diferenças existentes entre os alunos destes anos de escolaridade no que respeita a estas três variáveis. Formularam-se hipóteses de que o desenvolvimento metacognitivo, a utilização de estratégias cognitivas e a autorregulação são maiores em anos de escolaridades mais avançados; as duas primeiras foram parcialmente confirmadas, tendo-se obtido diferenças entre o 7º e o 9º ano, e a terceira não se confirmou. Formulou-se uma questão de investigação sobre a relação existente entre o desenvolvimento metacognitivo, a utilização de estratégias cognitivas e a autorregulação dos alunos, tendo-se obtido correlações moderadas entre estas variáveis. Para perceber se as atividades de investigação constituem um contexto educativo que favorece o desenvolvimento da metacognição de forma mais significativa do que um contexto de ensino tradicional das ciências desenvolveu-se um segundo estudo com 54 alunos do 8º ano, da disciplina de Ciências Físico-químicas, em dois contextos distintos, um considerado como mais tradicional (grupo de controlo) e o outro envolvido em atividades de investigação (grupo experimental). Foram utilizados os dois instrumentos acima referidos. Formularam-se hipóteses de que as atividades de investigação favorecem mais o desenvolvimento metacognitivo, a utilização de estratégias cognitivas e a autorregulação dos alunos do que um contexto de ensino tradicional das ciências. A primeira foi confirmada mas não as duas outras. Formulou-se uma questão de investigação sobre a relação entre a perceção do desenvolvimento metacognitivo dos alunos por parte dos professores e a avaliação do desenvolvimento metacognitivo dos alunos com o Jr. MAI, tendo-se obtido correlações moderadas. Formularam-se hipóteses sobre as relações entre o envolvimento em atividades de investigação, percecionado pelo professor e o desenvolvimento metacognitivo dos alunos, a utilização de estratégias cognitivas e a autorregulação. Foram encontradas correlações moderadas com o desenvolvimento metacognitivo e a utilização de estratégias cognitivas e fortes com a autorregulação.
ABSTRACT : This study had two objectives: the first one, to translate and adapt two instruments to measure 3rd cycle students’ metacognition in order to assess the differences between 7th, 8th and 9th grade students; the second, to understand the extent to which the involvement of a group of 8th graders in inquiry activities, in a teaching context of science, promotes their metacognitive development. Thus, in a first study, we proceeded to the translation, adaptation and validation of the B version of Jr. Metacognition Awareness Inventory (MAI Jr.), created by Sperling, Howard, Miller and Murphy (2002) and the Self-Regulated Learning Strategies Section of the Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich and De Groot (1990). The participants were 995 students (560 students in the 7th grade, 270 in the 8th grade and 165 students in the 9th grade) attending 11 schools. We evaluated the internal consistency of the B version of MAI Jr. (α = .85) and of the two scales of MSLQ section, Use of Cognitive Strategy (α = .88) and Self-Regulation (α = .81). Confirmatory factor analysis was performed to see how the items assess metacognition components, namely the knowledge of cognition and the regulation of cognition. Differences were evaluated among students of these grades of schooling, with regard to these three variables. Hypotheses were formulated that metacognitive development, the use of cognitive strategies and self-regulation increase with schooling; the first two were partially confirmed, yielding differences between the 7th and the 9th grade, and the third was not confirmed. A research question concerning the relationship between metacognitive development, the use of cognitive strategies and self-regulation was formulated. Moderate correlations between these variables were obtained. A second study was developed to analyze the impact of inquiry activities on metacognition. Participants were 54 8th graders, attending the discipline of Physical and Chemical Sciences, in two different contexts, one regarded as more traditional (control group) and the other engaged in inquiry activities (experimental group). The two instruments mentioned above were used. We stated hypotheses that inquiry activities have a more positive impact on metacognitive development, the use of cognitive strategies and self-regulation than a traditional context. The first hypothesis was confirmed but not the other two. A research question was formulated about the relationship between teacher’s perception of student’s metacognitive development and student’s metacognitive development as assessed by Jr. MAI. Moderate correlations were obtained. Hypotheses were formulated concerning the relationships between teacher’s perception of the involvement of students in inquiry activities and student’s metacognitive development, use of cognitive strategies and self-regulation. Moderate correlations were found with metacognitive development and the use of cognitive strategies and strong correlations were found with self-regulation.
ABSTRACT : This study had two objectives: the first one, to translate and adapt two instruments to measure 3rd cycle students’ metacognition in order to assess the differences between 7th, 8th and 9th grade students; the second, to understand the extent to which the involvement of a group of 8th graders in inquiry activities, in a teaching context of science, promotes their metacognitive development. Thus, in a first study, we proceeded to the translation, adaptation and validation of the B version of Jr. Metacognition Awareness Inventory (MAI Jr.), created by Sperling, Howard, Miller and Murphy (2002) and the Self-Regulated Learning Strategies Section of the Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich and De Groot (1990). The participants were 995 students (560 students in the 7th grade, 270 in the 8th grade and 165 students in the 9th grade) attending 11 schools. We evaluated the internal consistency of the B version of MAI Jr. (α = .85) and of the two scales of MSLQ section, Use of Cognitive Strategy (α = .88) and Self-Regulation (α = .81). Confirmatory factor analysis was performed to see how the items assess metacognition components, namely the knowledge of cognition and the regulation of cognition. Differences were evaluated among students of these grades of schooling, with regard to these three variables. Hypotheses were formulated that metacognitive development, the use of cognitive strategies and self-regulation increase with schooling; the first two were partially confirmed, yielding differences between the 7th and the 9th grade, and the third was not confirmed. A research question concerning the relationship between metacognitive development, the use of cognitive strategies and self-regulation was formulated. Moderate correlations between these variables were obtained. A second study was developed to analyze the impact of inquiry activities on metacognition. Participants were 54 8th graders, attending the discipline of Physical and Chemical Sciences, in two different contexts, one regarded as more traditional (control group) and the other engaged in inquiry activities (experimental group). The two instruments mentioned above were used. We stated hypotheses that inquiry activities have a more positive impact on metacognitive development, the use of cognitive strategies and self-regulation than a traditional context. The first hypothesis was confirmed but not the other two. A research question was formulated about the relationship between teacher’s perception of student’s metacognitive development and student’s metacognitive development as assessed by Jr. MAI. Moderate correlations were obtained. Hypotheses were formulated concerning the relationships between teacher’s perception of the involvement of students in inquiry activities and student’s metacognitive development, use of cognitive strategies and self-regulation. Moderate correlations were found with metacognitive development and the use of cognitive strategies and strong correlations were found with self-regulation.
Description
Tese de Doutoramento apresentada ao ISPA - Instituto Universitário
Keywords
Metacognição Avaliação Ensino das ciências Estudantes Metacognition Assessement Science education Students
Citation
Publisher
ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida