Estratégias metacognitivas e suas potenciais contribuições para a aprendizagem no ensino de química

Abstract

Metacognitive strategies refer to the methods or processes that an individual uses to plan, monitor and regulate their own thinking in relation to the learning process. They can be appropriately integrated into the context of chemistry teaching in order to optimize not only the understanding of concepts, but also the development of students' abilities to solve various chemical problem situations. The aim of this study was to identify metacognitive strategies applied by teachers in chemistry teaching. To this end, a literature review was carried out in databases such as Portal Periódico da CAPES, Google Scholar and SciELO, from August to November 2023. The search was restricted to a ten-year period, from 2013 to 2023. The following descriptors were used: "metacognitive strategies", "metacognition" and "chemistry teaching". The literature review points to positive results regarding the potential contribution that metacognitive strategies have when implemented in chemistry teaching in Brazil. The metacognitive strategies analyzed were effective in promoting self-regulation of learning, thus highlighting the importance of using this innovative tool in the context of chemistry teaching.