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Authors
Abstract(s)
O presente trabalho corresponde a uma tese elaborada no âmbito do curso de doutoramento em Ciências de Educação, na área de aprofundamento em Psicologia da Aprendizagem. O estudo teve como objetivo geral verificar se a autoavaliação constitui um instrumento eficaz para o desenvolvimento da metacognição e o aperfeiçoamento do processo de ensino e aprendizagem. Optou-se por um estudo de caso focado numa turma do 1º ano do ensino superior de uma universidade Moçambicana, no contexto da disciplina de Matemática. Participaram 40 estudantes dos cursos de Gestão de Recursos Humanos e Marketing e Relações Públicas, bem como o respetivo professor. Os instrumentos de recolha de dados incluíram fichas de autoavaliação preenchidas pelos estudantes em dois momentos, guião de entrevista individual ao professor e guião de grupos de discussão com estudantes. Foram ainda analisados alguns documentos normativos e académicos da instituição e foi também realizada observação de aulas, com base em alguns elementos considerados relevantes para o processo de ensino e aprendizagem. Os resultados permitiram concluir que os alunos recorrem à autoavaliação da sua aprendizagem de uma maneira implícita e como reação ao conteúdo aprendido mas não como uma estratégia de aprendizagem intencional. Recorrem a estratégias metacognitivas, sendo que o julgamento metacognitivo constituiu a modalidade mais utilizada. Verificou-se também o uso da decisão metacognitiva num pequeno número de estudantes que chegaram a expressar algumas regulações de condutas consideradas necessárias para a aprendizagem. A metacognição revela-se presente nas suas estratégias de estudo, uma vez que, a partir delas, os estudantes adquiriram conhecimentos, habilidades e atitudes que são necessárias para otimizar a aprendizagem. Não foram encontradas diferenças de género quanto ao uso da metacognição. Os resultados mostraram uma relação positiva significativa entre as estratégias metacognitivas e o desempenho académico, na medida em que os alunos que usaram a metacognição na sua forma mais elaborada apresentaram melhor desempenho. São discutidas as implicações para a prática educativa.
The current study corresponds to a thesis elaborated in the scope of the PhD course in Educational Sciences, in the area of Psychology of Learning. The aim of the study was to verify whether self-evaluation is an effective tool for the development of metacognition and improvement of the teaching and learning process. We chose a case study focused on a first-year class of a Mozambican university, in the context of Mathematics. Fourty Human Resources Management and Marketing and Public Relations students participated in the study, as well as the respective professor. Data collection instruments included self-evaluation forms filled out by the students in two moments, an individual interview script to the teacher and a group discussion script with students. Some normative and academic documents of the institution were also analyzed, and classroom observation was also carried out, based on some elements considered relevant to the teaching and learning process. The results allowed us to conclude that students use self-assessment of their learning in an implicit way and as a reaction to the learned content, but not as an intentional learning strategy. They use metacognitive strategies, and metacognitive judgment was the most used modality. It was also verified the use of the metacognitive decision in a small number of students that came to express some regulations of conducts considered necessary for the learning. Metacognition is present in their study strategies, since students have acquired the knowledge, skills and attitudes that are necessary to optimize learning. No gender differences were found in the use of metacognition. The results showed a significant positive relationship between metacognitive strategies and academic performance, as students who used metacognition in its most elaborate form presented better performance. Implications for educational practice are discussed.
The current study corresponds to a thesis elaborated in the scope of the PhD course in Educational Sciences, in the area of Psychology of Learning. The aim of the study was to verify whether self-evaluation is an effective tool for the development of metacognition and improvement of the teaching and learning process. We chose a case study focused on a first-year class of a Mozambican university, in the context of Mathematics. Fourty Human Resources Management and Marketing and Public Relations students participated in the study, as well as the respective professor. Data collection instruments included self-evaluation forms filled out by the students in two moments, an individual interview script to the teacher and a group discussion script with students. Some normative and academic documents of the institution were also analyzed, and classroom observation was also carried out, based on some elements considered relevant to the teaching and learning process. The results allowed us to conclude that students use self-assessment of their learning in an implicit way and as a reaction to the learned content, but not as an intentional learning strategy. They use metacognitive strategies, and metacognitive judgment was the most used modality. It was also verified the use of the metacognitive decision in a small number of students that came to express some regulations of conducts considered necessary for the learning. Metacognition is present in their study strategies, since students have acquired the knowledge, skills and attitudes that are necessary to optimize learning. No gender differences were found in the use of metacognition. The results showed a significant positive relationship between metacognitive strategies and academic performance, as students who used metacognition in its most elaborate form presented better performance. Implications for educational practice are discussed.
Description
Keywords
Autoavaliação Metacognição Aprendizagem Ensino Superior Estudantes do 1º ano Self-evaluation Metacognition Learning Higher Education First-year students