Proposta de instrumento e análise de ensino de biologia com ativação do pensamento metacognitivo

Abstract

This article aims to describe the ideas constructed by the students of the 3rd year of high school, from a state school in the municipality of Rubim-MG, notthe study of Biology mediated by mathematical concepts in high school,r topromote the development of metacognitive weighing.  This is an insection of the doctoral research of the first author, together with a Graduate Program in Teaching Exact Sciences -PPGECE of Rio grande Sul. The research was constituted in qualitative research with analysis from bardin's perspective (2016). Reports are made regarding the use of metacognitive instruments in the classroom. The results indicate that when the teacher promotes situations through which students are reflective of themselves and their learning process, there is the possibility of improvement in the quality of learning. It is emphasized that metacognition can be complex to be measured in instruments, however metacognitive instruments help students to activate their metacognitive knowledge to continue qualifying their metacognitive skills practices and, so that the teacher reflects their praxis.