Feedback Supported by Digital Technologies as a Metacognitive Strategy in Science Teaching

An Exploratory Study

Abstract

Although there is a vast literature on feedback practices and their effects on learning outcomes, there is little research that analyzes the effects of digital technologies as a contribution to providing feedback and promoting students' metacognitive regulation. This study aimed to examine: a) investigate the relationship between the profile of teachers and the approach to this strategy in the teaching context; and b) identify the digital technologies used for the development of metacognitive regulation in the classroom. The sample consisted of 101 basic education science teachers from the five regions of Brazil. That said, a mixed, descriptive and exploratory research was adopted. Data collection took place from an online survey directed at teachers who joined the research. The results found differences in the distribution of responses in three aspects: sex, region and academic qualification in relation to the components of feedback, self-regulation and technologies, respectively. Finally, it is expected that this research can contribute to the expansion of understanding regarding the theme of feedback combined with digital technologies as a strategy for metacognitive regulation.