METACOGNITIVE THOUGHT ASSESSMENT INSTRUMENTS ASSOCIATED WITH SCIENCE TEACHING

ABSTRACT:

The study presents a review of foreign productions published in the Education Resources Information Center (ERIC) database, associated with the use of metacognition in didactic interventions in Biology. The problem lies in the difficulty and limitation when it comes to assessing the presence of metacognitive thinking. Starting from the question: what instruments have been used to produce data that research has employed when it comes to didactic intervention studies guided by metacognition? It analyzes 22 works in terms of instruments, which correspond to a universe of eleven different methods, with questionnaires being the most used. The study verifies a growth in research from 2014, a focus of research in the United States and in higher education. It points to the lack of work involving teacher training and to the promising results of studies in terms of potential for learning, noting the existence of a diversity of understandings of metacognition.

Keywords:
State of knowledge; Evaluative instruments; Metacognitive thinking