Metacognitive Manifestations: A study with Chemistry Degree students

Abstract

This article sought to identify and analyze the perceptions expressed by students on a Chemistry Degree course, regarding their learning and the main strategies used to carry out evaluation activities throughout a Supervised Internship discipline. Data were collected through the application of a questionnaire, proposed at the end of the course. The research was characterized as qualitative and the data was organized and analyzed in the light of Content Analysis, according to Bardin (2016), and theoretical references that study metacognition. The results showed evidence of manifestations of cognitive and metacognitive aspects and that 87.5% of students presented one or more manifestations characterized as metacognitive, that is, they showed that the questionnaire applied allowed them to experience a metacognitive reflection of their learning.