PERCEPTIONS OF CHEMISTRY DEGREES ON THE SELF-REGULATION OF LEARNING AND THEIR STUDY HABITS

Abstract

Self-regulation of learning is defined as how the student structures, monitors, and evaluates his learning to achieve his goals. It is a relevant approach to be included in higher education courses for initial teacher education, as it provides university students with knowledge on the subject. In the exercise of their profession, they can carry out activities that develop self-regulation strategies in students, aiming at improving learning. Self-regulation of learning is also necessary to develop in the emergency distance learning context, as students had to adapt their study routines and habits and the need to reorganize study times and places. Thus, the objective of this research is to identify actions that indicate the self-regulation of learning before and during the Covid-19 pandemic of students who study the subject Methodology of Teaching Chemistry I, a curricular component of the Chemistry Degree course at the IFRN campus Pau dos Ferros. For this, two questionnaires were applied to identify actions and habits that indicate these students' learning self-regulation at two different times: before and during the pandemic. The data obtained was analyzed, and, as a result, it was identified that the students became more self-regulated during the pandemic, as they had to better organize the time and spaces for carrying out the subjects' tasks and activities. It is expected that this research can contribute to the self-regulation of learning, especially during the new reality experienced with emergency distance learning.