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APRENDIZAGEM 2.0 Neuroeducação e Metacognição na Aprendizagem na valência do Pré-Escolar: Uma Revisão da Literatura
| Summary: | Neuroeducation and Metacognition are two concepts that can provide knowledge and tools to understand Learning and how it occurs in pre-school education. The former studies the brain mechanisms related to the learning process and the last coordinates the cognitive abilities on its surroundings. The present study begins with my interest and curiosity about the brain mechanisms when related to Learning processes and it aims to demonstrate Neuroeducation and Metacognition, as two disciplines that promote Learning in pre-school education. The main objective of this study is to answer the following question: "What is the impact/contribution of Neuroeducation and Metacognition in Learning in the pre-school education?". In order to answer this question, a theoretical framework was developed with concepts related to Neuroeducation, Metacognition and Learning, as well as a thematic analysis to support this Literature Review. The methodology used allowed to deepen not only the concepts inherent to the study, but also to provide strategies and tools to apply the two disciplines, Neuroeducation and Metacognition, in the teaching-learning context, of children in pre-school education. In order to do this, a selection of articles related to the theme was carried out and its analysis was carried out according to its elements, namely the theoretical aspects, the methodology and methodological approach, as well as the penitent results. The results obtained in the study, suggest that Neuroeducation has little impact on the educators of childhood, although some of them show curiosity about it; Metacognition proves to be important, effective and advantageous in pre-school education; and finally, both Neuroeducation and Metacognition are disciplines that when implemented in the ludic activities can provide a more meaningful Learning in the preschool period. |
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| Authors: | Saldanha, Ana |
| Subject: | Aprendizagem; Neuroeducação; Metacognição; Revisão da Literatura; Análise Temática Learning; Neuroeducation; Metacognition; Literature Review; Thematic Analysis. |
| Year: | 2020 |
| Country: | Portugal |
| Document type: | master thesis |
| Identifiers: | ID: 202437663 |
| Access type: | Open |
| Associated institution: | Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas, Repositório Comum, Instituto Superior de Educação e Ciências |
| Funded project code: | 202437663 |
| Language: | Portuguese |
| Origin: | Repositório Comum |
| Summary: | Neuroeducation and Metacognition are two concepts that can provide knowledge and tools to understand Learning and how it occurs in pre-school education. The former studies the brain mechanisms related to the learning process and the last coordinates the cognitive abilities on its surroundings. The present study begins with my interest and curiosity about the brain mechanisms when related to Learning processes and it aims to demonstrate Neuroeducation and Metacognition, as two disciplines that promote Learning in pre-school education. The main objective of this study is to answer the following question: "What is the impact/contribution of Neuroeducation and Metacognition in Learning in the pre-school education?". In order to answer this question, a theoretical framework was developed with concepts related to Neuroeducation, Metacognition and Learning, as well as a thematic analysis to support this Literature Review. The methodology used allowed to deepen not only the concepts inherent to the study, but also to provide strategies and tools to apply the two disciplines, Neuroeducation and Metacognition, in the teaching-learning context, of children in pre-school education. In order to do this, a selection of articles related to the theme was carried out and its analysis was carried out according to its elements, namely the theoretical aspects, the methodology and methodological approach, as well as the penitent results. The results obtained in the study, suggest that Neuroeducation has little impact on the educators of childhood, although some of them show curiosity about it; Metacognition proves to be important, effective and advantageous in pre-school education; and finally, both Neuroeducation and Metacognition are disciplines that when implemented in the ludic activities can provide a more meaningful Learning in the preschool period. |
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