Application and Evaluation of Activities for the Development of Metacognitive Skills in Children in Science Classes

Abstract

This paper explores the implementation and assessment of didactic interventions aimed at fostering metacognitive skills in primary school children, particularly in science classes. The study was conducted in rural riverside schools in the northeastern region of Pará, Brazil, focusing on fourth-grade students. The research aimed to investigate the educational benefits of using metacognitive strategies to enhance students' ability to 'learn how to learn' and improve their scientific literacy.

The theoretical framework emphasizes the importance of metacognition, defined as "thinking about one's own thinking," in educational settings. Metacognitive strategies can help students become more aware of their learning processes, thereby improving their ability to monitor, control, and adjust their thinking during tasks. The study builds on previous research suggesting that metacognitive skills are not solely dependent on age but are significantly influenced by education and experience.

The methodology involved the design and implementation of three sets of metacognitive activities: “Reflection Apples”, “Timeline”, and “Learning Thermometer”. These activities were tailored to the regional context and the limited resources available in the rural schools. The activities were conducted over three sessions, each lasting approximately four hours, and involved students in tasks that required them to reflect on their learning, organize information, and evaluate their understanding. Data were collected through ethnographic techniques, including video recordings, audio recordings, and written notes, to capture students' interactions and behaviors during the activities.

The results indicated that the activities successfully engaged students and encouraged them to participate actively in the learning process. The “Reflection Apples” activity, which involved students reflecting on environmental issues, showed that students were able to activate prior knowledge and engage in discussions with peers and teachers. The “Timeline” activity, which required students to organize historical events related to the history of chocolate, demonstrated that students could effectively sequence information and collaborate with their peers. The “Learning Thermometer” activity, which focused on understanding microorganisms, revealed that students were able to self-assess their understanding and seek clarification when needed.

The analysis of the data revealed that students exhibited various metacognitive behaviors, such as monitoring their learning, asking for clarification, and revising their work. However, the study also found that students had limited opportunities to practice higher-order metacognitive skills, such as planning and evaluating their learning strategies. The authors suggest that the lack of these skills may be due to the limited exposure to such practices in traditional classroom settings.

In conclusion, the study highlights the potential of metacognitive activities to create a favorable learning environment, enhance student motivation, and promote the acquisition of metacognitive skills. The authors recommend further research to explore the long-term effects of these activities and to develop more comprehensive strategies for integrating metacognitive practices into primary education. They also emphasize the need for teacher training programs to incorporate metacognitive strategies to improve both student learning outcomes and teaching practices.

Overall, the study contributes to the growing body of research on metacognition in education and provides practical insights into how metacognitive strategies can be effectively implemented in primary school science classes, particularly in resource-limited settings.