Mobilization of Knowledge and Metacognition by Teachers of Early Childhood Education in Science Education

Abstract

This article presents and discusses the results of a research carried out with a group of four early childhood teachers, in an extension course, offered by a Brazilian public university, whose objective was to identify metacognitive evidence and teaching knowledge mobilized by teachers of Early Childhood Education in the Teaching of Sciences, considering Inquiry-based learning. Bardin's (2011) content analysis combined with a qualitative approach was used to analyze the research results. Collected through online interviews, data were systematized and categorized by the researchers. The results showed four categories that emerged from the transcribed analysis of these professors' speeches, allowing to evidence the teachers' understanding of Inquiry-based learning, namely: (1) perceptions and understandings of teachers about Inquiry-based learning and metacognition, (2) to mobilize knowledge about the planning of Inquiry-based learning, (3) to demonstrate evolution in the understanding of the stages of application of the didactic sequences on Inquiry-based learning, (4) to manifest metacognitive evidence in the planning of their classes considering Inquiry-based learning