Metacognitive knowledge and experiences developed by chemistry teachers through the process of research-based teaching: an emphasis on continuing education

Resumo

There is a noticeable, widely accepted movement in the field of science teaching, which suggests that continuing education should focus on the needs and goals of the teachers. To this end, a viable path is adopting a metacognitive perspective to enable deeper reflections, the construction of meaning, reevaluations and redirections. Given this panorama, this paper aims to present a discussion about the metacognitive knowledge teachers may hold on the subject of research-based teaching, and what metacognitive experiences they may bring up in order to further develop (more) investigative activities in class. Assuming this thesis and relying on action research mechanisms, a training course for practicing teachers was held between August and December 2019, supported with the participation of six Chemistry teachers working in public and full-time schools in the state of Sergipe, Brazil. Based on the audio recording of the first phase of the course, our results point out that these teachers have adequate metacognitive knowledge on research-based teaching, and how to foster more autonomy for students to elaborate their own arguments, propose solutions, make decisions and solve different problems. The discussions conducted throughout the course allowed an expansion of this knowledge, by means of proposals grounded on various types of metacognitive experiences. Therefore, it is understood that taking a metacognitive approach for continuing education, as well as for initial training, leads to certain possibilities: firstly, the chance to properly identify the well-established metacognitive knowledge held by teacher; and then, to reflect on it, with a view to planning new metacognitive experiences that will be built upon this knowledge, expanding and improving it.