Group Training in Nature Sciences: Mentoship end Metacognitive Self-Training
Name: LUCIANA DO NASCIMENTO RODRIGUES
Publication date: 15/08/2023
Examining board:
Name |
Role |
|---|---|
| DÉBORA SCHMITT KAVALEK | Examinador Externo |
| FABIANA DA SILVA KAUARK | Examinador Externo |
| MARI INEZ TAVARES | Examinador Interno |
| MARTA ALBUQUERQUE MACHADO | Examinador Interno |
| PAULO ROGERIO GARCEZ DE MOURA | Presidente |
Pages
Summary: This research reports the results of a doctoral study that aimed to understand how metacognitive strategies enable the professional development of high school teachers working in the subjects of chemistry, physics, and biology. The study sought to understand this process through the participation of these teachers in a remote professional development course during the SARS-CoV-2 pandemic. The researcher's role involved coordinating working groups comprised of teachers from various parts of the country and guiding their professional development through synchronous meetings. The groups were monitored by tutors who were master's and doctoral students from the Chemistry Education Research Laboratory (LAPEQ) at the Federal University of Espírito Santo (UFES). The theoretical framework of this study encompasses the theories of Paulo Freire, who advocated for education as a process of liberation and empowerment, particularly for those who are oppressed and marginalized by society. He argued that education should not only be a means of transmitting information and skills but should also empower individuals to become critical and autonomous thinkers. We also drew on the concept of meaningful learning proposed by the American researcher David Paul Ausubel, who argued that the more we know, the more we learn. According to Ausubel, meaningful learning involves expanding and reconfiguring existing ideas in the mental structure, enabling individuals to relate and access new content. Regarding metacognitive strategies, we refer to the principles put forth by Joseph Flavell. According to Flavell, the use of metacognition can be an ally in the process of learning how to learn. This process allows for a redefinition of the perspectives on learning and teaching, as it involves the study of awareness and selfmonitoring of cognitive processes. It enables individuals to monitor and self-regulate their own cognitive processes. In terms of professional development, we follow the theories of Maurice Tardif, who provides a critical reflection on teacher education. According to Tardif, it is essential for teachers to continually improve their pedagogical practices and stay
updated on the demands of society and the job market. This research adopts a mixedmethods approach, combining quantitative and qualitative methods in its analysis. Mixed-methods research represents the systematic integration of quantitative and qualitative methods in a single study, allowing for a more comprehensive and holistic analysis of the collected data. The quantitative approach follows a sequence of processes formulated based on the research objectives and questions. Hypotheses are formulated, relevant literature is reviewed, variables are determined, a plan is developed to test the hypotheses, and conclusions are drawn based on the analysis of results using statistical methods. This type of research allows for comparison with similar studies and enables replication. The processes related to the sequential methodological design of mixed-methods research were based on Sampieri, Collado, and Lucio (2013). On the other hand, the qualitative approach is based on relevant areas or themes for research, and questions and hypotheses are formulated before, during, and after data collection and analysis. The qualitative approach is more complex, flexible, and iterative, varying according to the specific study. The researcher starts by observing the context and develops a theory coherent with the data, providing a detailed account of the research context. Taking these theoretical frameworks into account, this research and the project participants focused on the methods of self-formation and mentor-led formation within the field of chemistry teacher education in the context of natural sciences. The aim was to find pathways in the face of constant changes required in pedagogical knowledge, considering the educational and social challenges, thus empowering teachers to take ownership of their own professional development.
