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...

Full description

Saved in:
Bibliographic Details
Published inInvestigações em Ensino de Ciências Vol. 25; no. 1; pp. 384 - 404
Main Authors Gaston Pérez, Leonardo Martin González Galli
Format Journal Article
LanguageEnglish
Published Universidade Federal do Rio Grande do Sul 01.05.2020
Subjects
didáctica de la biología
metacognición
obstáculos epistemológicos
Online AccessGet full text
ISSN1518-8795
DOI10.22600/1518-8795.ienci2020v25n1p384

Cover

More Information
Summary: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.
ISSN:1518-8795
DOI:10.22600/1518-8795.ienci2020v25n1p384