Metacognitive strategies: analysis of their impact on writing reviews
The aim of this study was to verify if the learning and use of metacognitive strategies had a positive impact on writing. The theoretical framework adopted was that of Cognitive Psychology, guided by Flavell (1976). Two students of Pedagogy participated in the study, wich employed a qualitative meth...
| Authors: | ; |
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| Format: | Article |
| Status: | Published version |
| Publication date: | 2019 |
| Country: | Brasil |
| Institution: | FCC |
| Repository: | Estudos em Avaliação Educacional |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6434 |
| Online Access: | https://publicacoes.fcc.org.br/eae/article/view/6434 |
| Access Level: | Open access |
| Keyword: | Psicologia Cognitiva Metacognição Escrita Formação de Professores Psicología Cognitiva Metacognición Escritura Formación de Profesores Cognitive Psychology Metacognition Writing Teacher Training |
| Summary: | The aim of this study was to verify if the learning and use of metacognitive strategies had a positive impact on writing. The theoretical framework adopted was that of Cognitive Psychology, guided by Flavell (1976). Two students of Pedagogy participated in the study, wich employed a qualitative method. The procedures consisted of seven meetings, aiming to: (a) introduce how to write a review and how to use cognitive strategies to do so; (b) write three reviews; (c) collect two self-assessments from the participants; and, (d) interview each student to learn about their writing process. In order to analyze the results, three categories were created (knowledge of the Person, of the Task, and of the Metacognitive Strategies). The results indicated that there was an evolution in the writing, suggesting that metacognitive strategies should be taught during basic education. |
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