Viabilidade de ferramentas metacognitivas nas atividades experimentais de física no ensino superior

Abstract

With the challenge of presenting alternatives to qualify learning, this research sought to analyze the potential of metacognition as a learning strategy for the performance of experimental activities in Higher Education. The main teaching instrument used was an environment called LabDEM (Laboratory with metacognitive focus), with the participation of 23 students of the Engineering of the Bagé Campus of the Federal University of Pampa, in two classes of the Curricular Component of Physics III, focusing on Electromagnetism experiments. The objective of the research was to investigate how metacognitive questionnaires associated with the Predict, Interact and Explain Strategy (PIE) didactic strategy in contextualized experimental activities can contribute to the approximation of theoretical and practical aspects, aligning with the guidelines of the new Engineering Curricular Guidelines. As a theoretical framework, subsidies were sought in three axes: in the metacognition theme, in experimental activities and in the metacognitive tools (PIE and in the metacognitive questionnaires). The research was conducted through pedagogical practice during the 2022/1 semester, in the afternoon (7 students) and evening (16 students) periods. The research methodology is characterized as a qualitative, descriptive research of phenomenological-hermeneutic approach, based on Moraes and Galiazzi. To answer the question: What is shown about the viability of metacognitive thinking, evoked from the didactic strategies of the metacognitive questionnaires associated with Predict, Interact, Explain (PIE), in the experimental activities of Physics in Higher Education? Metacognitive questionnaires and focus groups were used as data production instruments. The resulting data were analyzed in the light of Discursive Textual Analysis (DTA), based on Moraes and Galiazzi. The results were: a) LabDEM, the way it was structured, has great potential for awareness and development of metacognitive thinking, providing opportunities for interaction, creativity and autonomy to the participants; b) The student's engagement when he is the author of an activity linked to his professional or personal life; and c) it is of fundamental importance to use contextualized experimental activities to enhance learning, contributing to the transfer of knowledge to other contexts. As future research, it is suggested that LabDEM be investigated in other contexts that contain experimental activities, paying attention to adaptations to the workload, contents and available resources.