A partir das transformações acarretadas pelas tecnologias na educação, torna-se imprescindível refletir sobre o que se aprende. Portanto, a questão deste estudo centrou-se em: qual o atual panorama e estrutura conceitual das publicações científicas inseridas na temática metacognição e tecnologias digitais no ensino de ciências? O objetivo visou identificar as principais abordagens adotadas no campo da metacognição e tecnologias digitais no ensino de ciências, partindo da análise bibliométrica no recorte de 2000-2020. Para tanto, utilizou-se a base de dados Web of Science e, obtiveram-se 97 artigos, investigados sob análise descritiva e relacional. Identificaram-se quatro abordagens: estratégias metacognitivas, autorregulação, projetos e experiências e, intervenção. Verificou-se a tendência na produção de pesquisas mistas e empíricas. Espera-se que este estudo contribua para o entendimento quanto ao desenvolvimento científico no contexto da metacognição e das tecnologias digitais no ensino de ciências, bem como levantar lacunas que permitam a abertura de espaços para futuras discussões.
From the transformations brought about by
the technological evolution in education and in the
midst of so much information, the incentive to metacognitive development becomes essential
to reflect on what is learned, especially in the area of science education. Therefore, the research
question is:
what is the current panorama and conceptual structure of scientific publications on
metacognition and digital technologies in science teaching? This research aims to identify the
main approaches adopted in the field of metacognition and digital technologie
s in science
teaching, based on a bibliometric analysis in a time frame of twenty years. For that, the Web of
Science was used as a database and a total of 97 articles were obtained, investigated from the
perspective of descriptive and relational analysis.
As a result, four approaches were identified:
metacognitive strategies, self
-
regulation, projects and experiences, and intervention. Regarding
the methodology, there was a tendency in the production of mixed research, that is, qualitative
and quantitative
, with empirical guidance. It is expected that this study will contribute to the
understanding of scientific development in the context of metacognition and digital
technologies in science teaching, as well as to identify possible gaps that may allow for t
he
opening of spaces for future discussions and investigations.
