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Advisor(s)
Abstract(s)
O presente trabalho propõe-se a cooperar, enquanto mais-valia, na clarificação do conceito de metacognição.
A presença da Geometria nas múltiplas áreas tecnológicas, científicas e artísticas, ou mesmo de influência pessoal, legitimam uma consciente introdução a métodos e habilidades geradoras de estratégias de resolução.
A adequação e a aplicação do conceito de metacognição aos conteúdos programáticos da disciplina de Geometria Descritiva procuram, neste sentido, revelar a importância da dinamização de estratégias metacognitivas como promotora do aumento de competências nos alunos. Assim sendo, partindo do conceito de metacognição, propomo-nos lançar o debate sobre a adequação e a dinamização de ações que reflitam atividades metacognitivas, que se queiram produtoras de melhores resultados na área da Geometria em geral e na Geometria Descritiva em particular.
No que se refere à sua aplicação pedagógica, e particularmente à disciplina de Geometria Descritiva, propõe-se o presente trabalho como primordial propósito procurar dotar os alunos de técnicas, saberes e competências adaptáveis a novas problemáticas, que lhes permitam articular conhecimentos e influências tanto do meio social como académico, e assim transpor obstáculos através de posturas metacognitivas, ou seja, para além da cognição.
The present work proposes to cooperate, while added value, in clarifying the concept of metacognition. The presence of Geometry in multiple technology areas, scientific and artistic works, or even personal influence, making a conscious introduction to methods and skilled strategies in solving strategies and generating abilities. The appropriateness and the application of the concept of Metacognition to the programmatic content of the discipline of Descriptive Geometry seek, in this sense, reveal the importance of Metacognitive strategies dynamization as a promoter of increased skills in students. Therefore, starting from the concept of Metacognition, we propose to launch the debate on the adequacy and dynamization of actions that reflect Metacognitive activities, who want to produce better results in the area of Geometry in general and on Descriptive Geometry in particular. With regard to its pedagogical application, and particularly to the educational discipline of descriptive Geometry, it is proposed to present work as primordial purpose seeking to provide students of techniques, knowledge and adaptive skills to new problems, to enable them to articulate knowledge and influences both social environment and academic milieu, and so overcome obstacles through Metacognitive postures, in other words beyond cognition realm.
The present work proposes to cooperate, while added value, in clarifying the concept of metacognition. The presence of Geometry in multiple technology areas, scientific and artistic works, or even personal influence, making a conscious introduction to methods and skilled strategies in solving strategies and generating abilities. The appropriateness and the application of the concept of Metacognition to the programmatic content of the discipline of Descriptive Geometry seek, in this sense, reveal the importance of Metacognitive strategies dynamization as a promoter of increased skills in students. Therefore, starting from the concept of Metacognition, we propose to launch the debate on the adequacy and dynamization of actions that reflect Metacognitive activities, who want to produce better results in the area of Geometry in general and on Descriptive Geometry in particular. With regard to its pedagogical application, and particularly to the educational discipline of descriptive Geometry, it is proposed to present work as primordial purpose seeking to provide students of techniques, knowledge and adaptive skills to new problems, to enable them to articulate knowledge and influences both social environment and academic milieu, and so overcome obstacles through Metacognitive postures, in other words beyond cognition realm.
Description
Keywords
Aprendizagem Competências Estratégias Metacognitivas Geometria Descritiva Metacognição Descriptive Geometry Learning Metacognition Metacognitive Strategies Skills