EXPERIÊNCIAS METACOGNITIVAS DE UM ESTUDANTE MOÇAMBICANO MOBILIZADAS POR MEIO DE QUESTIONÁRIOS EM AULAS DE QUÍMICA

Abstract

In this article, we present the findings from an investigation into metacognition in Chemistry classes in higher education. This is a potential solution to the issue of difficulty in integrating disciplinary and pedagogical knowledge during the initial training of the teacher training course at a university in Mozambique. The investigation seeks to identify and characterize signs of metacognitive experiences expressed by chemistry undergraduates. Data were collected through metacognitive questionnaires and subsequently subjected to content analysis procedures. Student responses to metacognitive questionnaires were analyzed based on categories, feelings, estimates, contexts, subjects, task specificities and memory judgments. This investigation allowed us to verify that the questions in the questionnaire provoked the manifestation of metacognitive experiences. Through this, the student was encouraged to develop critical and reflective thinking in their cognition, promoting self-knowledge of their teaching learning.