Neurociência e aprendizagem: percepções metacognitivas dos discentes do Curso de Licenciatura em Biologia da UFRB

Abstract

The learning process is not simple and requires some specific knowledge from the student to assist them in the significant acquisition of knowledge and to ensure that it occurs effectively and pleasantly. To make it happen, it is necessary to monitor the action plan, striving for study strategies that will provide you with learning. Within this line of understanding of conceptions about the best way to plan, understand and act on personal learning, metacognition is a line of research that studies exactly the skills that the individual has to reflect on a given task, such as reading, calculate, make decisions and choose the best method to solve this task. In this sense, the present work had as main objective to investigate the study strategies that the students of the Teaching Degree in Biology of the Federal University of Recôncavo da Bahia (UFRB) use in the formative path to the construction of their learning, under the principles of Applied Neuroscience in education. In order to achieve the proposed objective, the theoretical contributions of authors such as Consenza and Guerra (2011), Gazzaniga (2006), Izquierdo (2011), were essential. Lent (2001); Portilho and Dreher, 2011; Relvas, 2009 and Sternberg (2008). The collected data were analyzed following the guidelines of the reference authors in content analysis. In this context, the results obtained in this study indicate that the metacognitive strategies used by the students contribute to their learning process, although not all of them are effective for the study of curricular components with different characteristics, in this same perspective it was noticed that students are unaware of what metacognitive strategies are, even though they use these strategies.