Inside the learning mind: a study of metacognitive behaviors in a public high school

Karl Bryan Panelo; Jefferson Isidro

doi:10.48017/dj.v11i2.3663

Autores

Karl Bryan Panelo Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines https://orcid.org/0009-0007-8627-7199
Jefferson Isidro Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines. https://orcid.org/0000-0002-4433-8228

DOI:

https://doi.org/10.48017/dj.v11i2.3663

Palavras-chave:

Metacognição, Consciência metacognitiva, Conhecimento da cognição, Regulação da cognição

Resumo

Este estudo teve como objetivo determinar o nível de consciência metacognitiva entre alunos do Ensino Fundamental II (JHS) e do Ensino Médio (SHS) em uma escola pública nacional, com foco em dois domínios principais: Conhecimento da Cognição e Regulação da Cognição. Foi utilizado um desenho descritivo quantitativo, utilizando o Inventário de Consciência Metacognitiva como instrumento padronizado. Os dados foram coletados de alunos do JHS e do SHS e analisados para determinar seus pontos fortes e fracos metacognitivos. Os resultados mostraram que ambos os grupos demonstraram níveis moderadamente altos de Conhecimento da Cognição. Os alunos do ensino fundamental obtiveram pontuação mais alta em Conhecimento Declarativo e Condicional, sugerindo uma compreensão básica mais sólida e uma melhor tomada de decisão em relação às estratégias de aprendizagem. O Conhecimento Procedimental estava moderadamente desenvolvido em ambos os grupos. Na Regulação da Cognição, os alunos demonstraram pontos fortes em Planejamento e Monitoramento da Compreensão, enquanto as Estratégias de Avaliação e Depuração estavam menos desenvolvidas. Os alunos do ensino fundamental também superaram os alunos do ensino médio em vários subdomínios, indicando um possível declínio no envolvimento metacognitivo em níveis de ensino mais altos. O estudo conclui que, embora os alunos possuam níveis promissores de consciência metacognitiva, ainda existem lacunas no conhecimento procedural, gerenciamento de informações e avaliação. Essas descobertas sugerem a necessidade de práticas de ensino estruturadas que ensinem explicitamente estratégias metacognitivas para apoiar o crescimento acadêmico e a aprendizagem independente dos alunos. Incorporar

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Biografia do Autor

Karl Bryan Panelo, Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines

0009-0007-8627-7199; Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines. kbpanelo@dmmmsu.edu.ph.

Jefferson Isidro, Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines.

0000-0002-4433-8228; Don Mariano Marcos Memorial State University – South La Union Campus. Agoo, La Union (AGOO, LU), Philippines. jisidro@dmmmsu.edu.ph.

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