Teaching biological science for students with Autistic Spectrum Disorder
(ASD), as well as for other students, should consider activities that encourage
the construction of critical thinking and intellectual autonomy, which are
important for the full exercise of citizenship in contemporary society. In this
context, this study aimed to build an Educational Product (Metacognitive
strategies for teaching science to students with ASD: reading and interpreting
popular science texts) that made it possible to analyse the limits and
possibilities of using certain metacognitive strategies as well as possible
contributions to biological science teaching and learning process of students
with ASD, having as based on the metacognitive theory proposed by John
Flavell. With a qualitative approach, of the participant observation type,
activities including reading and comprehensive of texts about the topic of the
pandemic were developed. The approach was applied with three students
diagnosed with autism spectrum disorder, aged between fourteen and seventeen
years of an Educational Assistance Center Specialized, located within a
philanthropic institution in Belém/Pará/Brazil. Video recordings of the classes
and written records prepared by the students were collected for further analysis.
Content Analysis was used, using the metacognitive skills coding structure
proposed in recent research on the subject. The results suggest that it is feasible
and promising to use metacognitive teaching-learning strategies with students
with ASD. It contributed to the establishment of an environment that trigger the
dialog and motivate students to acquire and make use of metacognitive skills. In
addition to the results presented, this research discusses interesting possibilities
for other studies regarding the application of suggestions from the research field
of metacognition to educational activities for students with ASD, which are still
little explored in our country.
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