Explorando estratégicas metacognitivas na aprendizagem do sólido geométrico cone por meio de atividades experimentais

Abstract

The present work aimed to verify how the metacognitive strategies used by students of a 2nd year high school class of a public school in Tefen-AM during the development of experimental activities can help in the learning process in the content of the cone geometric solid. As a theoretical bet, this research was based on the works of Rosa (2011), Santos (2015) and Soares (2020; 2021), because they are authors who base the metacognitive strategies and experimental activities. The methodology used in the research was qualitative, accompanied by participant observation, and the collected data were analyzed in the light of descriptive analysis. The results obtained in the research show that metacognition in the classroom can help in the learning process of students, since they measured the height and radius approximately of the cones and calculated their volumes from the experiment. This methodology can also assist the teacher in the classroom in the interaction with the students, urging them to seek possibilities to solve problems and also giving them autonomy to be protagonists of their own learning.