A Autorregulação da Aprendizagem o Processo Avaliativo por Intermédio da Webquest

Abstract

The present research aims to analyze the contributions of the WebQuest in the process of self-regulation of learning present in school spaces, contributing both to a meaningful learning and to the protagonism of students. The methodology used was based on a Bibliographical Research, carried out from books, periodicals, dissertations and thesis by different authors. Our research is divided into three parts. First, we contextualize the WebQuest and the self-regulation of learning from the perspective of the psychologist Albert Bandura. Second, we deal with the use of the WebQuest methodology in the school environment and the role of the mediating teacher in this context. In the last part, we reflect on self-regulated learning and its contributions as an active and conscious agent of learning. Throughout the explanation we present not only the technological advances but also the Social Cognitive Theory (SCT) - both help in the pedagogical practices in the classroom, through student-teacher and teacher-student interactions. These interactions are intended to build in the classroom, the various knowledge with the use of Digital Information and Communication Technologies (ICTs). These take the students to a more efficient, dynamic, and interactive teaching-learning process, a way to contribute to a critical and reflective construction of a meaningful learning. The results of this research indicated a high degree of self-efficacy in the development of articles of scientific dissemination, written by the students themselves, based on the SCT and guided by the ICTs.