Signs of metacognitive learning in a graduate course

Abstract

This article presents an analysis of the evidence of the perception of metacognitive learning, by graduate students in Science Teaching and Mathematics Education, seeking to highlight connections present in the narratives presented by these students when answering a self-assessment questionnaire at the end of a course discipline with the domains of metacognition presented in previous research. The questionnaire consisted of 24 questions, constructed with the purpose of elucidating the evidence of the students' perception of metacognitive learning and organized to provide conditions for reflection in the learning process. It can be stated from the analyzed responses that the domains of metacognition, as well as metacognitive skills, were evidenced and complement each other through metacognitive reflection, allowing the metacognitive experience to trigger metacognitive skills and thus reorganize metacognitive knowledge, which interacts with the metacognitive experience influencing and provoking manifestations in a constant reflective flow of learning and self-knowledge.