Metacognitive strategies: analysis of their impact on writing reviews

Authors

DOI:

https://doi.org/10.18222/eae.v0ix.6434

Keywords:

Cognitive Psychology, Metacognition, Writing, Teacher Training

Abstract

The aim of this study was to verify if the learning and use of metacognitive strategies had a positive impact on writing. The theoretical framework adopted was that of Cognitive Psychology, guided by Flavell (1976). Two students of Pedagogy participated in the study, wich employed a qualitative method. The procedures consisted of seven meetings, aiming to: (a) introduce how to write a review and how to use cognitive strategies to do so; (b) write  three  reviews;  (c)  collect  two  self-assessments  from  the  participants;  and, (d) interview each student to learn about their writing process. In order to analyze the results, three categories were created (knowledge of the Person, of the Task,  and of       the Metacognitive Strategies). The results indicated that there was an evolution in the writing, suggesting that metacognitive strategies should be taught during basic education.

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Author Biographies

Elaine Cristina Vieira Cobos, Colégio Stocco, Santo André-SP, Brasil

Cursou Magistério. Bacharel em História. Pedagogia. Psicopedagogia pela Pontifícia Universidade Católica de São Paulo - PUC-SP e Mestrado em Psicologia da Educação, pela mesma Universidade. Aprovada no concurso público/1998, promovido pelo governo do Estado de São Paulo-SP, para o cargo de professora de História. Há trinta anos atua em importantes instituições privadas de ensino em São Paulo como Professora, Orientadora Educacional e Coordenadora Pedagógica. Atualmente, é Diretora Pedagógica do Ensino Fundamental e Professora Universitária no curso de Pedagogia, em uma Faculdade privada.

Claudia Leme Ferreira Davis, Fundação Carlos Chagas (FCC) e Pontifícia Universidade Católica de Campinas (PUC-SP), São Paulo-SP, Brasil

Bacharel em Ciências, com área de concentração em Psicologia pela Stanford University; mestrado em Psicologia Experimental e doutorado em Psicologia Escolar e do Desenvolvimento Humano, ambos pela Universidade de São Paulo. Foi Diretora de Projetos Especiais e da Diretoria Técnica da Fundação para o Desenvolvimento da Educação/FDE da Secretaria de Educação do Estado de São Paulo (1995-1997); Assessora Direta da Secretária de Educação Profª Rose Neubauer (1997-1998) (Governo Mário Covas); Professora Visitante do Programa de Mestrado e Doutorado da Universidade de Buenos Aires/UBA (1997-2004); Pesquisadora Sênior da Fundação Carlos Chagas/FCC (1981-2013) e Professora Titular do Programa de Pós Graduação em Psicologia da Educação da Pontifícia Universidade Católica de São Paulo/PUC-SP.

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Published

2019-12-20

How to Cite

Cobos, E. C. V., & Davis, C. L. F. (2019). Metacognitive strategies: analysis of their impact on writing reviews. Estudos Em Avaliação Educacional, 30(75), 832–850. https://doi.org/10.18222/eae.v0ix.6434

Issue

Vol. 30 No. 75 (2019): set./dez. 2019

Section

Articles

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