Mobilization of metacognitive skills by Science teachers: a comparative study

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.20.24809.032

Abstract

This study investigated the mobilization of metacognitive skills by two Science teachers participating in a continuing education course, selected as “more metacognitive” and “less metacognitive” based on their scores on the Metacognitive Awareness Inventory (MAI). The qualitative research analyzed components of metacognitive knowledge (declarative, procedural, and conditional) and regulation (planning, monitoring, and evaluation), based on interviews and content analysis. The more experienced teacher (P8) showed higher levels of metacognitive awareness from the outset, while the less experienced teacher (P5) made significant progress throughout the course, with a 39-point increase in MAI scores and outperforming P8 in some areas. The findings highlight the potential of continuing education to develop metacognitive skills, especially among novice teachers. The study recognizes the limitations of the MAI as a self-reported measure and the need for caution in associating teaching experience with metacognitive development, recommending further studies with more participants.

Keywords: Metacognition. Continuing teacher education. Science teaching. 

Author Biographies

  • Adriana Vieira dos Santos, Federal Institute of Bahia

    Doutoranda do Programa de Pós-Graduação em Difusão do Conhecimento e professora do Instituto Federal da Bahia (IFBA), campus Lauro de Freitas. Membro do Grupo de Pesquisa em Estudos e Processos de Aprendizagem, Cognição e Interação Social (EsPACIS).

  • Maria Raidalva Nery Barreto, Federal Institute of Bahia

    Doutora em Educação e Contemporaneidade pela Universidade do Estado da Bahia (UNEB). Professora do Programa de Pós-Graduação em Difusão do Conhecimento e professora do Instituto Federal da Bahia (IFBA), campus Camaçari. Líder do Grupo de Pesquisa EsPACIS.

  • Marcelo Pereira, University of São Paulo

    Doutor em Genética pela Faculdade de Medicina de Ribeirão Preto (FMRP) da Universidade de São Paulo (USP). Professor do Departamento de Biologia da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP) da USP. Vice-líder do Grupo de Pesquisa EsPACIS.

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Published

2025-06-09

Issue

Vol. 20 (2025): Publicação contínua

Section

Artigos

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How to Cite

Mobilization of metacognitive skills by Science teachers: a comparative study. Práxis Educativa, [S. l.], v. 20, p. 1–24, 2025. DOI: 10.5212/PraxEduc.v.20.24809.032. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/24809. Acesso em: 30 apr. 2026.