Objectives: Subjective Cognitive Complaints, which result from the self-perception of Subjective Cognitive Decline, are frequently reported by older adults. The Cognitive Decline Complaints Scale (CDCS) assesses subjective complaints of cognitive decline in several cognitive domains through three levels of severity. This study aims to psychometrically validate this instrument considering the Classical Test Theory, and to establish preliminary normative data of the CDCS for adults and older adults of the Portuguese population. Methods: The community-based sample consisted of 199 cognitively healthy Portuguese participants, aged 50 years or older, stratified according to several sociodemographic variables. In addition to the CDCS, all participants responded to an extensive neuropsychological assessment protocol. Results: The psychometric characteristics of the CDCS were generally adequate for this community sample (e.g. Cronbach's alpha = .936). As for the sociodemographic variables analyzed, only the geographic region showed differences in the CDCS scores, which were more significant in the Azores. There were no significant correlations or differences between the CDCS scores and age and educational level and, therefore, normative data were explored considering the total sample. Conclusion: As a scale, the CDCS allows for the detailed assessment of subjective cognitive complaints and the determination of whether or not such complaints are considered normative, which will facilitate an empirically based understanding of this dimension of psychological functioning and also provide indications as to the need for a more extensive neuropsychological assessment.

Este trabalho apresenta uma proposta de ensino e aprendizagem com os alunos do 9º ano do Ensino Fundamental, tendo como prática de letramento a leitura e a produção textual de memes – gênero textual digital, produzido a partir da linguagem verbal e/ou não verbal, que viralizou nas redes sociais virtuais por ser marcado pelo humor ou senso crítico. A ênfase deste trabalho se dá na elaboração de um material educacional a partir de um caderno de atividades: ferramenta elaborada para desenvolvimento da sequência didática e aplicabilidade em sala de aula, ao trazer o momento histórico pandêmico vivenciado por todos como objeto também de estudo. É importante destacar que, através do monitoramento da leitura, de atividades que levem à compreensão do texto, será possível identificar no aluno sua eficiência ou não e melhorar a sua aprendizagem através do processo de desenvolvimento da metacognição. Aliar os textos propostos às atividades relacionadas à produção de memes, fará com que os alunos compreendam o sentido e a importância da leitura. Ao contribuir com o desenvolvimento da capacidade de ação e reflexão crítica dos alunos, visto que a proposta da BNCC é trazer para o currículo uma formação humana mais crítica em que as habilidades socioemocionais perpassem de maneira transdisciplinar pelas habilidades cognitivas, os alunos são levados a refletir sobre o seu papel na sociedade, quais os seus anseios e perspectivas.

Learning difficulties in computing courses is a situation perceived in diverse universities from different countries, cultures and backgrounds. These difficulties directly affect achievement rates and increase course evasion. We believe in the existence of a foundation of cognitive processes, that without it, even the most motivated student would have trouble to transform the received information into knowledge. This work has focused mainly on the research of candidate methods for cognitive processes assessment with a strong background theory. With this kind of information would be possible to devise cognitive interventions, in order to evolve students cognitive level, and consequently, raise their success rates. A systematic review was conducted and among the many researched methods we selected Lawson Classroom Test of Scientific Reasoning - LCTSR. Authorized by its author, we conducted the first translation of LCTSR to Brazilian Portuguese and administered to students of three undergraduate computing courses: Information Systems, Computer Science and Software Engineering.We also present results of its administration that we consider important to reinforce the above suggested strategy

Já é largamente publicado por pesquisas o baixo desempenho em compreensão leitora de alunos do Ensino Fundamental e do Ensino Médio, situação igualmente percebida pelos professores que trabalham diretamente com este público. Mesmo com essa constatação, o ensino da leitura permanece até determinado ponto estagnado, uma vez que não é sempre que são percebidos indícios de alteração na metodologia usada para explicar este processamento de vital importância para a participação do indivíduo na sociedade em que grande parte da comunicação se dá pela escrita. Se os dados apontam para a necessidade de mudar a maneira como o ensino de leitura tem sido realizado há, concomitante a isto, o receio em saber como realizar essa mudança. Qualquer alteração admite, porém, um apoio teórico que oriente seus agentes sobre a melhor maneira de atuar no sentido de atingir as metas almejadas. Desta maneira, o ensino necessita contemplar a forma como se dá o processamento cognitivo da informação, a fim de que a prática educativa possa intervir sobre os processos que não estão se realizando de maneira adequada. Partindo dessa perspectiva, se torna relevante e necessário o ensino de estratégias de leitura. O discente necessita aprender a manejar o texto, a constatar o momento em que não está conseguindo construir o sentido das informações, a perceber possíveis motivos da dificuldade e planejar soluções para o mesmo. A meu ver, ensinar a compreender envolve explicar estratégias de leitura, isto é, aparelhar o aluno de ferramentas de que possam dispor para relacionar as informações textuais ao seu conhecimento de mundo e, dessa maneira, desenvolver o sentido do material que lê. Proponho-me precisamente neste trabalho a apresentar o resultado de uma pesquisa que se apóia em uma metodologia de ensino da leitura, baseada na estratégia metacognitiva de preditibilidade na leitura de contos do gênero fantástico, que se constitui numa maneira de abordar o texto capaz de levar o aluno a refletir sobre seu processo de leitura, tornado-o mais consciente do sentido que está sendo construído.

This article aims to identify the cognitive and metacognitive strategies utilized by school pedagogues responsible for the coordination and articulation of the pedagogic process inside schools in a continuous training program. Metacognition is not usually examined in connection with teachers and/or professional development; therefore, to analyze the importance of metacognitive development for school pedagogues, attention to continuous training is essential both to attain a better comprehension of the term and to establish ways to identify it. This qualitative research taking a phenomenological and hermeneutic approach was developed based on a continuous training program with 16 pedagogues from public and private schools and different segments of activity. Semi-structured interviews and an instrument for the identification of the utilization of five cognitive strategies (reflexivity, reality conscious, verbalization, attention and thought/attitude) and three metacognitive (awareness-making, self-control and autopoiesis) were administered. The results indicate a high level of agreement by participants with the items described by the instrument; in addition, when relating verbal reports from participants to the results obtained with the instrument, it was noted that the proposed continuous training program could facilitate reflections about “learn to learn” as articulated within the activity context. Further studies are needed of school pedagogues, as well the development of training processes (both initial and continued) that promote the development of metacognitive strategies, contributing to daily activity together with the teachers.

The teaching of chemistry is often guided by the use of formulae and schemes, given the nature of the symbols pervading this discipline. In this scenario, few studies deal with aspects associated with the process of reflection involving themes of exact sciences. Thus, being part of the education of critical, reflective individuals with regard to knowledge, to themselves and the social and natural environment they live in has been a concern of educators and psychologists and is in the basis of the STS (Science, Technology and Society) movement. Building on the metacognitive potential of argumentation in education, this study widens this discussion by investigating whether the use of this type of discourse allows students to reflect about their own thoughts, showing a functioning at the metacognitive level that is necessary to an STS approach in classroom. We analyzed the texts written by three students in chemistry classes in secondary education during which they were required to express their opinion on the question “Radiation: life or death?”, after debates had been conducted about this subject. Our analyses showed that argumentation, due to its peculiar discursive organization, is an interesting alternative to promote the emergence of sophisticated forms of thought, such as the ones that define critical and reflective thinking.

Research on metacognition is around four decades old. However, there are still discrepancies about its meaning and the processing mechanisms involved. Therefore, the objective of this review is to clarify the concept, how it works, and its components. In order to do so, a historical tour of the research on this topic was carried out, which allowed to configure an updated conceptual framework that accounts for the theoretical proposals on the concept, its components and the terms related to it. Basically, Scopus, WoS and SCielo databases after 2000 were reviewed using metacognition and metacognitive strategies as key words. My attempt is to answer the questions: how has metacognition been defined over the last years? And what is said about the components, subcomponents, and related terms? Regarding the conceptual proposal, it is emphasized that this is a second-order cognitive process, which is activated under certain conditions (eg., complex tasks such as reading and writing in higher education) in order to monitor and regulate cognitive processes. On the components, those proposed by Flavell and Brown are preserved: knowledge and regulation of cognition. However, other key concepts are added (metacognitive judgments and their different varieties). In conclusion, metacognition is undoubtedly a relevant research field in which there are still questions to be clarified.

The education process has a complex nature that can be approached from a dual theoretical-practical perspective. For this reason, a teacher needs to configure her or his praxis and create their own theoretical constructs. This review article presents the results of an investigation on the new concepts that exist around pedagogical practice, metacognition and reading understanding in a foreign language. In order to respond to the research problem, we have made use of a systematic analysis of studies conducted in Europe, Asia, Africa, and Latin America, publicized in the databases Google Scholar, Scielo, Redalyc, Eric, Dialnet, and Scopus, between 1988 and 2018. These studies involve reflections on the previously mentioned categories and, through them, an analysis and an overview were conducted to define an emerging category call metacognitive pedagogical practice. The bibliographic review with a qualitative approach presented in this paper was done taking into account primary and secondary sources (in Spanish, Portuguese, and English) by utilizing the following descriptors: practice, pedagogical practice, metacognition, reading comprehension and reading comprehension in a foreign language. The results of the systematic analysis allow to conclude that it is necessary to develop a metacognitive pedagogical practice, where such practice is understood as a scenario which facilitates to re-link the several factors taking part in the teaching-learning process, such as: reflection, cooperative work, open dialogue, and the teacher´s research within her/his own practice.

The aim of this paper is to present the metacognitive categories present in the way each child plans, oversees, and evaluates his or her school tasks, and relates them to pedagogical practice. This work reflects an empirical concern with metacognition, and the data derived from it have been analyzed in the light of the works of John Flavell (1981, 1999), Juan Mayor, Aurora Suengas and Javier Marques (1995) and Evelise Portilho (2003, 2009). The research had a qualitative approach and consisted of the analysis of the responses of 396 children in 1st grade of elementary education at a municipal school in the state of Parana. The instrument was a semi-structured interview with ten metacognitive questions relating to control strategy. The results indicated that children in the literacy process generally use metacognitive strategies and plan their tasks, i.e., they set the goals and means, either partially (breaking the job), or in an automated way (ordering the task). They also oversee themselves, detect errors and / or deviations †by means of external reference (in speech, action, correction or order of the other), and justify or not their actions. They evaluate their results and focus on the facilities and difficulties in identifying words or letters. Because students do not arrive at school ready to learn in exactly the same way, learning metacognitive strategies requires teachers not only to provide appropriate tasks, but also and mainly to adopt strategic actions in relation to their work so that students learn from such actions.