This study reports the process of production, implementation, and analysis of a
set of metacognitive strategies and activities aimed at teaching chemistry
concepts and skills to elementary education students. The proposed activities
were developed to encourage students to reflect on their own learning process.
The study also presents a literature review on the relationship between
metacognition and science teaching and learning, with an emphasis on
chemistry, and discusses how didactic recommendations derived from
metacognition research can significantly contribute to improving science
education in elementary schools. The research also highlights how these studies
can serve as a theoretical framework for creating teaching strategies that not only
promote scientific literacy but also favor the acquisition and development of
metacognitive skills, which are essential for learning autonomy and intellectual
development. The analysis of the effects of the proposed activities, of a qualitative
nature, was conducted through the development and implementation of an
educational product called “Metacognitive Strategies in Practical Science
Activities – Matter Transformation,” in a 9th-grade class in elementary education.
This educational product included activities that address basic concepts of matter
transformation. The analysis results indicate that the proposed set of information
and tasks has the potential to create a more dynamic and interactive learning
environment, promoting collaboration between students and teachers.
Additionally, the data suggest that using the proposed strategies contributes to
increasing students' motivation and enthusiasm for learning chemistry content,
facilitating the understanding of scientific concepts. The activities also proved
effective in boosting students' scientific literacy while stimulating the acquisition
and use of metacognitive skills, such as reflecting on their own learning process
and adopting strategies to solve problems more effectively.
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