Metacognition and science teaching

Abstract

The development of metacognition involves cognitive processes related to knowledge, production, and regulation of actions, contributing to awareness and self-evaluation of learning by individuals in the school context. This study aims to identify the development of metacognitive skills in high school students through a didactic sequence in science education. The work adopts a qualitative interpretative approach, developed in a class composed of 33 first-year high school students in a public institution located in the interior of Rio Grande do Norte (RN). To this end, a didactic sequence with metacognitive questions was used to collect data from the implemented activities, evaluating them through Content Analysis. The results demonstrated the manifestation of metacognitive thinking in the students, considering that there was reflection on the information and adoption of the necessary strategies to promote learning, with subsequent self-regulation of the activities and skills promoted in the intervention practice. Thus, this work presents a methodological possibility that involves metacognition in science education within the school environment, focusing on enhancing awareness and cognitive abilities resulting from educational experiences.