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Abstract(s)
Os contextos digitais de aprendizagem promovem a autonomia dos estudantes. Para isso é pertinente que estes consigam refletir e planear as suas ações. Os Exames Wrappers são uma ferramenta metacognitiva que incentiva a reflexão estruturada e o planeamento para a aprendizagem futura. Foi nosso objetivo conhecer as estratégias utilizadas por um grupo de estudantes para a preparação de uma prova de avaliação. Também, a perceção dos mesmos relativamente à avaliação que irão ter, bem como, pretendem orientar o seu estudo. Fizeram parte da amostra 67 estudantes, sendo 76,1% do sexo feminino e 23,9% do sexo masculino. A sua média de idade é de 37,66. Em conclusão, pelas respostas obtidas verificou-se que os estudantes compreenderam o objetivo desta reflexão e, que a partir desta conseguiram perceber alguns aspetos que deveriam ser tidos em conta num outro momento de avaliação. Isto leva-nos a crer que esta autorreflexão induzida produziu os resultados esperados.
Digital learning contexts promote student autonomy. For this, it is pertinent that they are able to reflect and plan their actions. Exam Wrappers are a metacognitive tool that encourages structured reflection and planning for future learning. It was our objective to know the strategies used by a group of students to prepare an assessment test. Also, their perception regarding the evaluation they will have, as well as, they intend to guide their study. Our sample consisted of 67 students, 76.1% female and 23.9% male. Their average age is 37.66. In conclusion, from the answers obtained, it was found that the students understood the purpose of this reflection and, from this, they were able to understand some aspects that should be considered at another time of evaluation. This leads us to believe that this induced self-reflection produced the expected results.
Digital learning contexts promote student autonomy. For this, it is pertinent that they are able to reflect and plan their actions. Exam Wrappers are a metacognitive tool that encourages structured reflection and planning for future learning. It was our objective to know the strategies used by a group of students to prepare an assessment test. Also, their perception regarding the evaluation they will have, as well as, they intend to guide their study. Our sample consisted of 67 students, 76.1% female and 23.9% male. Their average age is 37.66. In conclusion, from the answers obtained, it was found that the students understood the purpose of this reflection and, from this, they were able to understand some aspects that should be considered at another time of evaluation. This leads us to believe that this induced self-reflection produced the expected results.
Description
Keywords
Ambientes digitais Metacognição Avaliação Aprendentes adultos Digital environments Metacognition Assessment Adult learners
Citation
Goulão, M. de F. (2024). AMBIENTES DIGITAIS E PROMOÇÃO DE COMPETÊNCIAS METACOGNITIVAS. REVISTA FOCO, 17(3), e4642. https://doi.org/10.54751/revistafoco.v17n3-081
Publisher
Revista Foco