Metacognitive Mediation and Inclusive Science Teaching for Students with Visual Impairment

Abstract

The objective of this article is to systematize and exemplify metacognitive mediation from an inclusive perspective, focusing on students with visual impairments, based on a didactic sequence of Science Teaching. Metacognition collaborates in this process with the ability to learn to learn. Based on meaningful learning, the contents are articulated and have meaning for/by those who learn, as opposed to mere memorization and reproduction without understanding and/or engagement. The active methodology is in line with this perspective and emphasizes the dialogical teaching-learning process aiming for reflexivity, proactivity, and emancipation. The basic problem is that the teaching of Biological Sciences relies heavily on images, which creates difficulties for students with visual impairments. Therefore, the relevance of producing inclusive teaching materials stands out, for example, tactile objects, which are recommended for use by all students. The provision of educational materials is fundamental, but the way of mediating learning through interaction with the material enriches the experience of co-construction of knowledge. The narrative review carried out in this study found evidence of a positive impact of metacognition on science teaching. The theoretical-methodological discussion focused on educational mediation based on the model of guided education, considering the four morphogenetic languages (Form, Designation, Imaginary and Recursion). The application of directed elaboration was exemplified through an inclusive articulation with a proposed didactic sequence using tactile materials. It is expected that the example of metacognitive mediation discussed will contribute to teaching praxis, strengthening the link between theory and teaching practice.