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The understanding of metacognitive strategies in the teaching of Chemistry: limits and possibilities for the classroom

Grant number: 18/26142-0
Support Opportunities:Regular Research Grants
Duration: October 01, 2019 - September 30, 2022
Field of knowledge:Humanities - Education
Principal Investigator:Solange Wagner Locatelli
Grantee:Solange Wagner Locatelli
Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil

Abstract

The importance of metacognitive strategies has been shown every day to the process of teaching and learning in Chemistry, as indicated by some studies. Because the subject is recent, there is still much to understand about their effectiveness, possibilities, limitations, relationships and other aspects involved. The search for strategies, which improve learning in Chemistry, is desirable for the entire scientific community, because there are many difficulties that have been demonstrated in this discipline. From this, the main objective of this research is to understand to what extent a metacognitive strategy, the SEI with the use of drawings / images, favors the construction and reconstruction of the learning in Chemistry. What are the limits, possibilities and challenges to be overcome? This research project intends to use a qualitative-interpretative methodology to enable a greater understanding of the process as a whole, involving undergraduate and graduate students at the University, focusing on the sequence of investigative teaching sequence (SEI) with the use of drawings / images with undergraduates and high school students. The collection instruments used will be transcriptions from audiovisual records in the development of SEIs, annotations and drawings made by research subjects, self-assessment questionnaires and semi-structured interviews. As a result, it is expected a better understanding of these processes involving the role of metacognition in the learning Science/Chemistry, aiming their dissemination at conferences (lectures/articles) and scientific journals in the field, preparation of dissertations and doctoral theses. Finally, it is also expected, among the results, to contribute to (a) that the knowledge produced can reach the classroom, improving teaching practices and thereafter, could support possible public policy projects and (b) enable an approximation between the university and the community, offering the possibility for students and teachers of the basic school to know and appropriate these spaces. (AU)

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Scientific publications
(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
LOCATELLI, SOLANGE WAGNER; DAVIDOWITZ, BETTE. Using metavisualization to revise an explanatory model regarding a chemical reaction between ions. Chemistry Education Research and Practice, v. 22, n. 2, p. 382-395, . (18/26142-0)
LOCATELLI, SOLANGE W.. EXPLORING ATOMS AND MOLECULES IN THE CLASSROOM: IS IT POSSIBLE?. PROBLEMS OF EDUCATION IN THE 21ST CENTURY, v. 80, n. 1, p. 4-pg., . (18/26142-0)

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