Protocolo verbal na identificação de habilidades de auto-regulação
Resumo
Este artigo contém os resultados de uma investigação de corte de qualidade cujo propósito se concentrou na comparação dos resultados obtidos através de um questionário de auto-relato denominado Test Motivated Strategies for Learning Questionnaire (MSLQ) (Printich et al., 1991). Esta comparação questionou a forma mais eficaz para obter certos elementos característicos em três estudantes: sua auto-eficácia, o uso de estratégias cognitivas e metacognitivas, e gestão de recursos que tem, ou empregam, quando confrontado com um ambiente de aprendizagem baseado na web. A técnica utilizada se denomina protocolo verbal (Newell y Simon, 1972), e através dela foi possível determinar três rotas de aprendizado e visualizar quão autorregulado era o estudante no seu processo de aprendizado. Também evidenciou a melhora do desempenho acadêmico do estudante, quando ele usa um andaime metacognitivo fixo.
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