How can metacognition be developed through problem- oped through problem-solving in solving in higher education?
Los estudiantes de ingeniería enfrentan diversas dificultades en el aprendizaje de las asignaturas del núcleo de básicas y de la ingeniería aplicada. Esta situación invita a la reflexión sobre nuevas estrategias de enseñanza que faciliten el aprendizaje, no sólo por medio de la construcción del cono...
- Autores:
-
Paz Penagos, Hernán
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2011
- Institución:
- Escuela Colombiana de Ingeniería Julio Garavito
- Repositorio:
- Repositorio Institucional ECI
- Idioma:
- eng
spa
- OAI Identifier:
- oai:repositorio.escuelaing.edu.co:001/2323
- Acceso en línea:
- https://repositorio.escuelaing.edu.co/handle/001/2323
https://revistas.unal.edu.co/index.php/ingeinv/issue/view/1936
- Palabra clave:
- Metacognición
Solución de problemas
Ingeniería - Enseñanza
Metacognition
Problem solving
Engineering - Study and teaching
Metacognición
Regulación del aprendizaje
Resolución de problemas
Meta-cognition
Learning regulation
Problem-solving
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| dc.title.alternative.spa.fl_str_mv |
¿Cómo desarrollar la metacognición en la educación superior mediante la resolución de problemas? |
| title |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| spellingShingle |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? Metacognición Solución de problemas Ingeniería - Enseñanza Metacognition Problem solving Engineering - Study and teaching Metacognición Regulación del aprendizaje Resolución de problemas Meta-cognition Learning regulation Problem-solving |
| title_short |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| title_full |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| title_fullStr |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| title_full_unstemmed |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| title_sort |
How can metacognition be developed through problem- oped through problem-solving in solving in higher education? |
| dc.creator.fl_str_mv |
Paz Penagos, Hernán |
| dc.contributor.author.none.fl_str_mv |
Paz Penagos, Hernán |
| dc.contributor.researchgroup.spa.fl_str_mv |
Grupo de Investigación Ecitrónica |
| dc.subject.armarc.spa.fl_str_mv |
Metacognición Solución de problemas Ingeniería - Enseñanza |
| topic |
Metacognición Solución de problemas Ingeniería - Enseñanza Metacognition Problem solving Engineering - Study and teaching Metacognición Regulación del aprendizaje Resolución de problemas Meta-cognition Learning regulation Problem-solving |
| dc.subject.armarc.eng.fl_str_mv |
Metacognition Problem solving Engineering - Study and teaching |
| dc.subject.proposal.spa.fl_str_mv |
Metacognición Regulación del aprendizaje Resolución de problemas |
| dc.subject.proposal.eng.fl_str_mv |
Meta-cognition Learning regulation Problem-solving |
| description |
Los estudiantes de ingeniería enfrentan diversas dificultades en el aprendizaje de las asignaturas del núcleo de básicas y de la ingeniería aplicada. Esta situación invita a la reflexión sobre nuevas estrategias de enseñanza que faciliten el aprendizaje, no sólo por medio de la construcción del conocimiento, sino también, de la comprensión y autogestión conscientes del propio aprendizaje (Burón, 1996). El enfoque RP, que ha sido reconocido desde sus orígenes como actividad mediadora en el desarrollo de funciones cognitivas (Mayer, 1986), tiene en la actualidad dos focos de interés: el desarrollo de los procesos metacognitivos en los estudiantes, y la formación integral (Bower et al., 2004; Litzinger et al., 2005; Xavier et al., 2001). Los objetivos educativos relacionados con el primero, que interesan para la presente investigación documental, se fundamentan en la premisa de que nuestro pensamiento no ocurre únicamente como un reflejo, sino que lo produce un ser pensante y que se puede supervisar y regular deliberadamente. El propósito de esta investigación consiste en identificar rasgos metacognitivos de los estudiantes, propiciados por la metodología de enseñanza centrada en RP de ingeniería. Para ello se partió de una revisión histórica y epistemológica a la enseñanza, el aprendizaje y la evaluación en ingeniería respecto de algunas tendencias de RP, metacognición y sus implicaciones. |
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2011 |
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2011 |
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2023-05-11T21:15:28Z |
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2023-05-11T21:15:28Z |
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Artículo de revista |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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ABET., Criteria for accrediting engineering programs., 2005. Alonso Tapia, J., Carriedo, N., Problemas de comprensión lectora: evaluación e intervención., En C. Monereo e I. Solé (Coords.), El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Madrid: Alianza Psicología, 1996. Babbs, P.J., Moe, A.J., Metacognition: A key for independent learning from text., The Reading Teacher, 36, 1983, pp. 422 -426. Barberá, E., Gómez-Granell, C., Las estrategias de enseñanza y evaluación en matemática., En C. Monereo e I. Solé (Coords.), El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Madrid: Alianza Psicología, 1996 Baker, L., Metacognition, reading, and science education., En C. Santa y D. Alvermann (Eds.), Science learning: Processes and applications. Newark, DE: I.R.A.,1991. Boekaerts, M., Self-regulated learning at the junction of cognition and motivation., European Psychologist, 1996, pp. 1, 2, 100 -112. Borkowski, J.G., Metacognitive theory: A framework for teaching literacy, writing, and math skills., Journal of Learning Disabilities, 25, 4, 1992, pp. 253-257. Borkowski, J.G., Turner, L.A., Transituational characteristics of metacognition., En W. Schneider y F.E. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance. New York: Springer-Verlag, 1990. Borkowski, J.G., Muthukrishna, N., Moving metacognition into the classroom: “Working models” and effective strategy teaching., En M. Pressley, K.R. Harris y J.T. Guthrie (eds.): Promoting academic competence and literacy in school, San Diego: Academic Press, 1992. Borkowski, J.G., Muthukrishna, N., Moving metacognition into the classroom: “Working models” and effective strategy teaching., En M. Pressley, K.R. Harris y J.T. Guthrie (eds.): Promoting academic competence and literacy in school, San Diego: Academic Press, 1992. Bower, K. C., Ways, T. W., Miller C. M., Small group, selfdirected problem based learning development in a traditional engineering program., Frontiers in Education, 3(34th Annual). Charleston, SC, Estados Unidos, 2004, pp. S1B/16- S1B/21. Brown, A. L., Metacognition, executive control, self-regulation, and other more mysterious mechanisms., F. Weinert & R. Kluwe (Ed.): Metacognition, motivation, and understanding. Hillsdale, NJ: Erlbaum, 1987. Brown, A. L., Bransford, J. D., Ferrara, R. A., Campione, J.C., Learning, remembering, and understanding., En J.H. Flavell y E.M. Markman (Eds.), Cognitive development (Vol. III). Handbook of child psychology. New York: Wiley., 1983. Burón, J., Enseñar a aprender: Introducción a la metacognición., Bilbao: Ediciones Mensajero,1996. Camps, A., Castelló, M., Las estrategias de enseñanzaaprendizaje en la escritura., En C. Monereo e I. Solé (Coords.), El asesoramiento psicopedagógico: una perspectiva profesional y constructivista, Madrid: Alianza Psicología, 1996. Carrasco, J.B., Hacia una enseñanza eficaz., Madrid: Ediciones Rialp, 1997. Chi, M., Glaser, R., Capacidad de resolución de problemas., En: J. Sternerg, Las capacidades humanas: un enfoque desde el procesamiento de la información, Labor, Barcelona,1986, pp. 293-324. Duell, O.K., Metacognitive skills., En G.D. Phye y T. Andre (Eds.), Cognitive classroom learning: Understanding, thinking and problem solving. New York: Academic Press,1986. Duschl, R., Research on the history and philosophy of science., En: D. Gabel (ed.), Handbook of research on Science Teaching and Learning. MacMillan, New York, 1994, pp.443-465. Efklides, A., Metacognition and Affect: What can Metacognitive Experiences Tell us about the Learning Process? School of Psychology., Aristotle University of Thessaloniki, Educational Research Review (1), 2006, pp. 3–14. Efklides, A., The systemic nature of metacognitive experiences. Feelings, judgments, and their interrlations., In: P. Chambres, M. Izaute & P.J. Marescaux (Eds.). Metacognition. Process, function and use. Boston: Kluwer Academic Publishers, 2002, pp. 19-34. Efklides, A., Samara, A., Petropolulou, M., Feeling of difficulty: An aspect of monitoring that influence control., European journal of psychology of education, XIV(4), 1999, pp. 461- 176. Flavell, J. H., Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry., American Psychologist, 34. American Psychologist, 1976, pp. 906-911. Flavell, J.H., Wellman, H.M., Metamemory., En R.V. Kail, Jr. y W. Hagen (Eds.), Perspectives on the development of memory and cognition. Hillsdale, NJ: Erlbaum, 1977. García, T., Pintich, P.R., Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies., En D.H. Schunk y B.J. Zimmerman (Eds.). Selfregulation of learning and performance. Issues and educational applications. Hillsdale, NJ.: LEA, 1994. Gagné, R.M., Smith, E.C., A study of the effects of verbalization on problem solving., Journal of experimental psychology, 63, 1962, pp. 12-18. Garner, R., Alexander, P.A., Metacognition: Answered and unanswered questions., Educational Psychologist, 24, 1987, pp. 143-158. González-Pienda, J.A., Núñez, J.C., González-Pumariega, S., García, M., Autoconcepto, autoestima y aprendizaje escolar., Psicothema, 9, 2, (1997), pp. 271-289. Greenfield, L. B., Student Problem Solving., Engineering Education. College of Engineering, 1979, pp. 709-712 Gunstone, R.F., Northfield, J., Metacognition and learning to teach., International Journal of science Education, 16, 1994, pp. 523-537. Hatton, M., Developing an Engineering Problem Solving Strategy., Engineering Education, New York, 1967, pp. 148-156. High, K.A., Dockers, J.E., Perceptions of education students of engineering., Frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007. FIE '07. 37th annual. 10-13 Oct. 2007, pp. F2B-13-F2B-14. Jonassen, D., Toward a design theory of problem solving., Educational Technology Research and Development, Universidad de Pennsylvania, Estados Unidos, 48(4), 2000, pp. 63-85. Jorba, J., Sanmartí, N., Enseñar, aprender y evaluar: un proceso de evaluación continua., Propuesta didáctica para las áreas de Ciencias de la Naturaleza y Matemáticas, MEC, Madrid, 1994. Knowles, M., Self-directed learning. Chicago, Estados Unidos: Association Press., 1975. Kreutzer, M.A., Leonard, C., Flavell, J.H., An interview study of children’s knowledge about memory., Monographs of the Society for Research in Child Development, 40, 1, Serial N° 159, 1975. Lacasa, P., Herranz. P., Aprendiendo a aprender: resolver problemas entre iguales., Madrid: M.E.C., (CIDE), 1995. Liztinger, T., Wise, J., Lee, S., Self-directed learning readiness among engineering undergraduate students., Journal of Engineering Education, Vol. 2, No. 94, 2005, pp. 215-222. Mayer, R., Pensamiento resolucion de problemas y cognición., España. Paídos, 1986. McCombs, B.L., Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies., En C.E. Weinstein, E.T. Goetz y P.A. Alexander editores. Learning and study strategies: Issues in assessment, instruction and evaluation, New York: Academic Press, 1988. Metcalfe, J., Feeling of knowing in memory and problem solving., Journal of experimental psychology: learning, memory and cognition, 12(2), 1986, pp. 288-294. Metcalfe, J., Wiebe, D., Intuition in insight and noninsight problem solving., Memory & cognition, 15(3), 1987, pp.238-246. Miller, R.B., Behrens, J.T., Greene, B.A., Goals and perceived ability: Impact on student valuing, self-regulation and persistence., Contemporary Educational Psychology, 1993, pp. 18, 2-14. Monereo, C., Estrategias de enseñanza y aprendizaje., Barcelona: GAÓ, 1994. Nickerson, R. S., Perkins, D. N., Smith, E. E., Enseñar a pensar., Aspectos de la actitud intelectual. Barcelona: Paidós, 1990. Novak, J.D., Gowin, D.B., Aprendiendo a aprender., Barcelona: Martínez Roca, 1988. Núñez, J.C., González-Pumariega, S., Procesos motivacionales y aprendizaje., En J.A. González-Pienda, J. Escoriza, R. González y A. Barca Editores, Psicología de la instrucción., Vol.2: Componentes cognitivos y afectivos del aprendizaje escolar. Barcelona: EUB., 1996. Núñez, J.C., González-Pienda, J.A., García, M.S., González, S., García, S.I., Estrategias de aprendizaje en estudiantes de 10 a 14 años y su relación con los procesos de atribución causal, el autoconcepto y las metas de estudio., Revista Galega de Psicopedagoxía, 1995, pp. 10/11 219-242. Owings, R.A., Peterson, G.A., Bransford, J.D., Morris, C.D., Stein, B.S., Spontaneous monitoring and regulation of learning. A comparison of successful and less successful fifth graders., Journal of Educational Psychology, 72, 1980, pp. 250- 256. Pozo, J.I., Gómez, M.A., El asesoramiento curricular en Ciencias de la Naturaleza., En C., 1996. Pintrich, P., Understanding self-regulated learning., San Francisco: Jossey-Bass Publishers, 1995. Resnick, L., La educación y el aprendizaje del pensamiento., Argentina, Aique,1999. Rogoff, B., Aprendices del pensamiento., El desarrollo cognitivo en el contexto social, Barcelona: Paidós, 1993. Rugarcía, A., El futuro de la educación en ingeniería, Universidad Iberoamericana–Golfo Centro/Benemérita Universidad Autónoma de Puebla, UPAEP, México, 2001, p. 46. Sauren, A., Van Genderen, M., Problem-based learning at the Eindhoven/Maastricht BME program., Engineering in Medicine and Biology 24th Annual Conference and the Annual Fall Meeting of the Biomedical Engineering Society., Proceedings of the Second Joint, (3). Eindhoven/Maastricht, Netherlands, 2002, pp. 65-66. Schoenfeld, A., Learning to think mathematically: problem solving, metacognition and sense making in mathematics., Handbook for Research on Mathematics Teaching and Learning. New York: Macmillan, 1992, pp. 32-45. Schraw, G., The effect of metacognitive knowledge on local and global monitoring., Contemporary Educational Psychology, 19, 1994, pp. 143-154. Tuning América Latina Reflexiones y perspectivas de la educación superior en América Latina., Universidad de Deusto, Bilbao, 2007. Xavier, F., López, A. M., Rosado, L., Cognitive and metacognitive model in electronics engineering teaching., 31th ASEE/IEEE frontiers in education conference, Reno, 10-13 October, 2001. Zimmerman, B.J., Bonner, S., Kovach, R., Developing selfregulated learners., Beyond achievement to self-efficacy. Washington, D.C.: APA., 1996. Zimmerman, B.J., Bandura, A., Matínez-Pons, M., Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting., American Educational Research Journal, 29, 1992, pp. 663-76. |
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Paz Penagos, Hernán3aaabac9a402be86f34188fea8103877600Grupo de Investigación Ecitrónica2023-05-11T21:15:28Z2023-05-11T21:15:28Z2011213-223https://repositorio.escuelaing.edu.co/handle/001/2323https://revistas.unal.edu.co/index.php/ingeinv/issue/view/1936Los estudiantes de ingeniería enfrentan diversas dificultades en el aprendizaje de las asignaturas del núcleo de básicas y de la ingeniería aplicada. Esta situación invita a la reflexión sobre nuevas estrategias de enseñanza que faciliten el aprendizaje, no sólo por medio de la construcción del conocimiento, sino también, de la comprensión y autogestión conscientes del propio aprendizaje (Burón, 1996). El enfoque RP, que ha sido reconocido desde sus orígenes como actividad mediadora en el desarrollo de funciones cognitivas (Mayer, 1986), tiene en la actualidad dos focos de interés: el desarrollo de los procesos metacognitivos en los estudiantes, y la formación integral (Bower et al., 2004; Litzinger et al., 2005; Xavier et al., 2001). Los objetivos educativos relacionados con el primero, que interesan para la presente investigación documental, se fundamentan en la premisa de que nuestro pensamiento no ocurre únicamente como un reflejo, sino que lo produce un ser pensante y que se puede supervisar y regular deliberadamente. El propósito de esta investigación consiste en identificar rasgos metacognitivos de los estudiantes, propiciados por la metodología de enseñanza centrada en RP de ingeniería. Para ello se partió de una revisión histórica y epistemológica a la enseñanza, el aprendizaje y la evaluación en ingeniería respecto de algunas tendencias de RP, metacognición y sus implicaciones.Engineering students confront many difficulties in learning subjects in the basic and applied engineering area. This situation invites us to reflect on new teaching strategies making learning easier, not only through knowledge construction but also understanding and self-management of their own learning (Burón, 1996). Problem-solving has been recognised from the start as being an activity mediator in cognitive function development (Mayer, 1986); it currently has two focuses of interest: developing metacognitive processes in students and their integral formation (Bower et al., 2004; Litzinger et al., 2005; Xavier et al., 2001). The educational objectives related to the former which were of interest for the present investigation were based on the premise that our thoughts do not only happen as reflection but rather that a thinking being produced them and that one can deliberately supervise and regulate them. This investigation was aimed at identifying students' metacognitive features by using problem-solving methodology in teaching engineering. It began with a historical and epistemological review of teaching, learning and evaluation in engineering regarding some trends in problem-solving, metacognition and their implications.11 páginasapplication/pdfengspaUniversidad Nacional de ColombiaColombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2https://revistas.unal.edu.co/index.php/ingeinv/issue/view/1936How can metacognition be developed through problem- oped through problem-solving in solving in higher education?¿Cómo desarrollar la metacognición en la educación superior mediante la resolución de problemas?Artículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARThttp://purl.org/coar/version/c_970fb48d4fbd8a85223121331N/AIngeniería e InvestigaciónABET., Criteria for accrediting engineering programs., 2005.Alonso Tapia, J., Carriedo, N., Problemas de comprensión lectora: evaluación e intervención., En C. Monereo e I. Solé (Coords.), El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Madrid: Alianza Psicología, 1996.Babbs, P.J., Moe, A.J., Metacognition: A key for independent learning from text., The Reading Teacher, 36, 1983, pp. 422 -426.Barberá, E., Gómez-Granell, C., Las estrategias de enseñanza y evaluación en matemática., En C. Monereo e I. Solé (Coords.), El asesoramiento psicopedagógico: una perspectiva profesional y constructivista. Madrid: Alianza Psicología, 1996Baker, L., Metacognition, reading, and science education., En C. Santa y D. Alvermann (Eds.), Science learning: Processes and applications. Newark, DE: I.R.A.,1991.Boekaerts, M., Self-regulated learning at the junction of cognition and motivation., European Psychologist, 1996, pp. 1, 2, 100 -112.Borkowski, J.G., Metacognitive theory: A framework for teaching literacy, writing, and math skills., Journal of Learning Disabilities, 25, 4, 1992, pp. 253-257.Borkowski, J.G., Turner, L.A., Transituational characteristics of metacognition., En W. Schneider y F.E. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance. New York: Springer-Verlag, 1990.Borkowski, J.G., Muthukrishna, N., Moving metacognition into the classroom: “Working models” and effective strategy teaching., En M. Pressley, K.R. Harris y J.T. Guthrie (eds.): Promoting academic competence and literacy in school, San Diego: Academic Press, 1992.Borkowski, J.G., Muthukrishna, N., Moving metacognition into the classroom: “Working models” and effective strategy teaching., En M. Pressley, K.R. Harris y J.T. 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