Use of metacognitive strategies in the learning of mixture separation processes in elementary school (final years)

Abstract

In the learning of concepts related to the processes of separating mixtures in elementary school (final years) some difficulties may arise related to the lack of use of some metacognitive strategies that help in the approximation of a meaningful learning. In this context, it becomes relevant to elaborate didactic intervention proposals that show students metacognitive strategies that facilitate learning and provide autonomy. This article aims to raise an environment for reflection and dialogue in the face of an intervention proposal that establishes, in a structured way, a sequence of metacognitive questions linked to the learning of the aforementioned concepts. The results show some potential that can be generated with the implementation of the suggested didactic intervention, except for the necessary adaptations to the school context in which the proposal is intended to be applied.