Development of Metacognitive Skills through Digital Narratives in Higher Education

Yuliana Lavrysh; Mariya Leshchenko; Larysa Tymchuk

doi:10.24320/redie.2023.25.e07.5028

Autores

Yuliana Lavrysh Igor Sikorsky Kyiv Polytechnic Institute https://orcid.org/0000-0001-7713-120X
Mariya Leshchenko Jan Kochanowski University https://orcid.org/0000-0003-4121-565X
Larysa Tymchuk Universidade de Defesa Nacional Ivan Cherniakhovskyi, Ucrânia https://orcid.org/0000-0003-4678-2362

DOI:

https://doi.org/10.24320/redie.2023.25.e07.5028

Palavras-chave:

cognição, habilidades , narrativas digitais , autoavaliação

Resumo

Este artigo enfoca a facilitação da metacognição através de narrativas digitais. O objetivo do estudo foi explorar como a criação de narrativas digitais potencializa a formação de habilidades metacognitivas e quais práticas docentes promovem a consciência da aprendizagem. O processo de criação de narrativas digitais une a alfabetização, a linguagem, as tecnologias e as estratégias metacognitivas de planejamento, depuração, seguimento e avaliação. Um questionário de inventário de consciência metacognitiva foi usado para avaliar o nível de formação de habilidades metacognitivas e se utilizou análise de conteúdo e estatística descritiva para analisar entrevistas e discussões. Participaram do estudo estudantes de engenharia e pedagogia de três universidades. Os resultados demonstram a melhoria da metacognição, desde que se apliquem as práticas docentes adequadas e exista uma colaboração educativa entre alunos e professores. Foram identificadas as práticas mais relevantes onde se concluiu que as narrativas digitais podem ser uma estratégia eficiente para o desenvolvimento de habilidades metacognitivas, incluindo o conhecimento sobre a cognição e a regulação da cognição.

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