Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica

Autores:: Henao, Juan Pablo
Hurtado, Karen Sofía
Montoya, Diana Marcela
Gutiérrez de Blume, Antonio Partida

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.spa.fl_str_mv	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
title	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
spellingShingle	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica Aprendizaje Estrategias educativas Enseñanza de física Cognición Evaluación Motivación Learning Educational strategies Motivation Physics education Cognition Assessment Aprendizagem Estratégias educacionais Motivao Ensino de física Cognição Avaliação
title_short	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
title_full	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
title_fullStr	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
title_full_unstemmed	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
title_sort	Estrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académica
dc.creator.fl_str_mv	Henao, Juan Pablo Hurtado, Karen Sofía Montoya, Diana Marcela Gutiérrez de Blume, Antonio Partida
dc.contributor.author.spa.fl_str_mv	Henao, Juan Pablo Hurtado, Karen Sofía Montoya, Diana Marcela Gutiérrez de Blume, Antonio Partida
dc.subject.none.fl_str_mv	Aprendizaje Estrategias educativas Enseñanza de física Cognición Evaluación Motivación Learning Educational strategies Motivation Physics education Cognition Assessment Aprendizagem Estratégias educacionais Motivao Ensino de física Cognição Avaliação
topic	Aprendizaje Estrategias educativas Enseñanza de física Cognición Evaluación Motivación Learning Educational strategies Motivation Physics education Cognition Assessment Aprendizagem Estratégias educacionais Motivao Ensino de física Cognição Avaliação
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-02-07 00:00:00 2026-04-16T17:41:27Z
dc.date.available.none.fl_str_mv	2025-02-07 00:00:00
dc.date.issued.none.fl_str_mv	2025-02-07
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Abdullah, H., Malago, J. D., & Arafah, K. (2021). The Implementation of Physics Learning through Online Mode during Pandemic Covid-19 Using Metacognitive Knowledge-based Materials. Jurnal Pendidikan IPA Indonesia, 10(2), 220–227. https://doi.org/10.15294/jpii.v10i2.28583 Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708 Araya-Pizarro, S. C., & Espinoza Pastén, L. (2020). Aportes desde las neurociencias para la comprensión de los procesos de aprendizaje en los contextos educativos. Propósitos y Representaciones, 8(1). https://doi.org/10.20511/pyr2020.v8n1.312 Boekaerts, M. (1997). Self- regulated learning: A new concept embraced by researchers, policy markers, educators, tearchers, and studentes. Learning and Individual Differences, 7(2), 161–186. Bol, L, & Hacker, D. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. Journal of Experimental Education, 69(2), 133–151. https://doi.org/10.1080/00220970109600653 Bol, L, Hacker, D., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. The Journal of Experimental Education, 73(4), 269–290. https://doi.org/10.3200/JEXE.73.4.269-290 Blajvaz, B. K., Bogdanović, I. Z., Jovanović, T. S., Stanisavljević, J. D., & Pavkov-Hrvojević, M. V. (2022). The jigsaw technique in lower secondary physics education: students’ achievement, metacognition and motivation. Journal of Baltic Science Education, 21(4), 545–557. https://doi.org/10.33225/jbse/22.21.545 Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 65–116). United States of America.: Lawrence Erlbaum. Chang, C., & Mao, S. (1999). The Effects on Students’ Cognitive Achievement When Using the Cooperative Learning Method in Earth Science Classrooms. School Science and Mathematics, 99(7), 374–379. https://doi.org/10.1111/j.1949-8594.1999.tb17497.x Chatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184(8), 1223–1232. https://doi.org/10.1080/03004430.2013.861456 Cleary, T. J., & Zimmerman, B. J. (2012). A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications. In Handbook of Research on Student Engagement (pp. 237–257). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_11 Congreso de la República de Colombia. (2012). Ley 1581. http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/LEY%201581%20DEL%2017%20DE%20OCTUBRE%20DE%202012.pdf Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003 Dembo, M.H., & Seli, H. (2004). Students’ Resistance to Change in Learning Strategies Courses. Journal of Developmental Education, 27(3), 2-11. Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator, 37(3), 12-21. https://files.eric.ed.gov/fulltext/EJ1021069.pdf Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266 Dunlosky, J., & Rawson, K. A. (Eds.). (2019). The Cambridge handbook of cognition and education. Cambridge University Press. https://doi.org/10.1017/9781108235631 Efklides, A. (2014). How does metacognition contribute to the regulation of learning? An integrative approach. Psychological Topics, 23(1), 1–30. https://psycnet.apa.org/record/2014-25618-001 Flavell, J. (1979). Metacognition and Cognitive Monitoring A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066x.34.10.906 González, A., Fernández, M. V. C., & Paoloni, P. V. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558–585. https://doi.org/10.1002/tea.21377 Gutiérrez de Blume, A. P., & Montoya Londoño, D. M. (2021). Validación y examen de la estructura factorial del Metacognitive Awareness Inventory (MAI) en español con una muestra colombiana de estudiantes universitarios. Psicogente, 24(46), 58-81. https://doi.org/10.17081/psico.24.46.4881 Gutierrez de Blume, A. P. (2022). Calibrating calibration: A meta-analysis of learning strategy instruction interventions to improve metacognitive monitoring accuracy. Journal of Educational Psychology, 114(4), 681–700. https://doi.org/10.1037/edu0000674 Haeruddin, Prasetyo, Z. K., & Supahar. (2020). The Development of a Metacognition Instrument for College Students to Solve Physics Problems. International Journal of Instruction, 13(1), 767-782. https://doi.org/10.29333/iji.2020.13149a Haeruddin, Werdhina, I. K., Jarnawi, M., Syamsuriwal, Prasetyo, Z. K., & Supahar. (2023). Metacognition and Thinking Style: Unlocking the Potential of Physics Problem Solving. Jurnal Penelitian Pendidikan IPA, 9(12), 11429–11440. https://doi.org/10.29303/jppipa.v9i12.6151 Hacker, D., & Bol, L. (2004). Metacognitive theory: Considering the social-cognitive influences. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited. (pp. 275–297). Information Age Press. Hernández-Sampieri, R., Fernandez-Collado, C., & Baptista-Lucio, P. (2016). Metodologia de la Investigacion (Sexta). Hernández, E., Campos, E., Barniol, P., & Zavala, G. (2022). Phenomenographic analysis of students’ conceptual understanding of electric and magnetic interactions. Physical Review Physics Education Research, 18(2), 020101. https://doi.org/10.1103/PhysRevPhysEducRes.18.020101 Huertas, A., Vesga, G., & Galindo, M. (2014). Validación del instrumento inventario de habilidades metacognitivas “MAI” con estudiantes colombianos. Revista Praxis & Saber, 5(10), 55–74. https://doi.org/10.19053/22160159.3022 Ibrahim, B., & Rebello, N. S. (2013). Role of mental representations in problem solving: Students’ approaches to nondirected tasks. Physical Review Special Topics - Physics Education Research, 9(2), 1–17. https://doi.org/10.1103/PhysRevSTPER.9. 020106 Jing, H. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10(1), 95–117. https://doi.org/10.1177/136216880601000107 Johnson, C., Boon, H., & Dinan Thompson, M. (2021). Cognitive Demands of the Reformed Queensland Physics, Chemistry and Biology Syllabus: An Analysis Framed by the New Taxonomy of Educational Objectives. Research in Science Education, 0123456789. https://doi.org/10.1007/s11165-021-09988-4 Kluwe, R. (1982). Cognitive knowledge and executive control. In D. Griffin (Ed.), Human mind- animal mind (pp. 201–224). New York: Sringer. Mayer, R. E. (2008). Leaning and instruction. Upper Saddle River, NJ: Pearson Merrile Prentice Hall. McDowell, L. D. (2019). The roles of motivation and metacognition in producing self-regulated learners of college physical science: a review of empirical studies. International Journal of Science Education, 41(17), 2524–2541. https://doi.org/10.1080/09500693.2019.1689584 Ministerio de Salud de la República de Colombia. (1993). Resolución Número 8430. República de Colombia. https://www.minsalud.gov.co/sities/rid/Lists/ BibliotecaDigital/RIDE/DE/DIJ/RESOLUCION-8430 Mohammed, S. (2016). Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students. English Language Teaching, 9(12), 22. https://doi.org/10.5539/elt.v9n12p22 Moshman, D. (2017). Metacognitive Theories Revisited. Educ Psychol Rev, 1–8. https://doi.org/10.1007/s10648-017-9413-7 Mundilarto. (2003). Kemampuan mahasiswa menggunakan pendekatan analitis kuantitatif dalam pemecahan soal fisika [Students’ ability to use quantitative analytical approaches in solving physics problems]. 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Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving. International Journal of Instruction, 15(2), 139–154. https://doi.org/10.29333/iji.2022.1528a Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated engagement in learning. In Metacognition in educational Theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum. Yerdelen-Damar, S., & Eryılmaz, A. (2021). Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition. Research in Science Education, 51(2), 547–575. https://doi.org/10.1007/s11165018-9807-7 Zimmerman, B, & Moylan, A. (2009). Self -regulation: where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. Grasser (Eds.), Handbook of Metacognition in Education (pp. 239–315). New York: Routledge. Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081–1094. https://doi.org/10.1080/0950069032000052207
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spelling	Henao, Juan PabloHurtado, Karen SofíaMontoya, Diana MarcelaGutiérrez de Blume, Antonio Partida2025-02-07 00:00:002026-04-16T17:41:27Z2025-02-07 00:00:002025-02-072216-0159https://repositorio.uptc.edu.co/handle/001/2135810.19053/uptc.22160159.v16.n46.2025.181312462-8603https://doi.org/10.19053/uptc.22160159.v16.n46.2025.18131application/pdftext/htmlapplication/epub+ziptext/xmlUniversidad Pedagógica y Tecnológica de ColombiaJuan Pablo Henao Mejía, Karen Sofía Hurtado Vinasco, Diana Marcela Montoya Londoño, Antonio Partida Gutierrez de Blume - 2025https://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/18131AprendizajeEstrategias educativasEnseñanza de físicaCogniciónEvaluaciónMotivaciónLearningEducational strategiesMotivationPhysics educationCognitionAssessmentAprendizagemEstratégias educacionaisMotivaoEnsino de físicaCogniçãoAvaliaçãoEstrategias de aprendizaje para la motivación y la conciencia metacognitiva en una clase de física de media académicaArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Abdullah, H., Malago, J. D., & Arafah, K. (2021). The Implementation of Physics Learning through Online Mode during Pandemic Covid-19 Using Metacognitive Knowledge-based Materials. Jurnal Pendidikan IPA Indonesia, 10(2), 220–227. https://doi.org/10.15294/jpii.v10i2.28583Alt, D., & Raichel, N. (2020). Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education. Reflective Practice, 21(2), 145–158. https://doi.org/10.1080/14623943.2020.1716708Araya-Pizarro, S. C., & Espinoza Pastén, L. (2020). Aportes desde las neurociencias para la comprensión de los procesos de aprendizaje en los contextos educativos. Propósitos y Representaciones, 8(1). https://doi.org/10.20511/pyr2020.v8n1.312Boekaerts, M. (1997). Self- regulated learning: A new concept embraced by researchers, policy markers, educators, tearchers, and studentes. Learning and Individual Differences, 7(2), 161–186.Bol, L, & Hacker, D. (2001). A comparison of the effects of practice tests and traditional review on performance and calibration. Journal of Experimental Education, 69(2), 133–151. https://doi.org/10.1080/00220970109600653Bol, L, Hacker, D., O’Shea, P., & Allen, D. (2005). The influence of overt practice, achievement level, and explanatory style on calibration accuracy and performance. The Journal of Experimental Education, 73(4), 269–290. https://doi.org/10.3200/JEXE.73.4.269-290Blajvaz, B. K., Bogdanović, I. Z., Jovanović, T. S., Stanisavljević, J. D., & Pavkov-Hrvojević, M. V. (2022). The jigsaw technique in lower secondary physics education: students’ achievement, metacognition and motivation. Journal of Baltic Science Education, 21(4), 545–557. https://doi.org/10.33225/jbse/22.21.545Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivación and understanding (pp. 65–116). United States of America.: Lawrence Erlbaum.Chang, C., & Mao, S. (1999). The Effects on Students’ Cognitive Achievement When Using the Cooperative Learning Method in Earth Science Classrooms. School Science and Mathematics, 99(7), 374–379. https://doi.org/10.1111/j.1949-8594.1999.tb17497.xChatzipanteli, A., Grammatikopoulos, V., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Child Development and Care, 184(8), 1223–1232. https://doi.org/10.1080/03004430.2013.861456Cleary, T. J., & Zimmerman, B. J. (2012). A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications. In Handbook of Research on Student Engagement (pp. 237–257). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_11Congreso de la República de Colombia. (2012). Ley 1581. http://wsp.presidencia.gov.co/Normativa/Leyes/Documents/LEY%201581%20DEL%2017%20DE%20OCTUBRE%20DE%202012.pdfDignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003Dembo, M.H., & Seli, H. (2004). Students’ Resistance to Change in Learning Strategies Courses. Journal of Developmental Education, 27(3), 2-11.Dunlosky, J. (2013). Strengthening the student toolbox: Study strategies to boost learning. American Educator, 37(3), 12-21. https://files.eric.ed.gov/fulltext/EJ1021069.pdfDunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266Dunlosky, J., & Rawson, K. A. (Eds.). (2019). The Cambridge handbook of cognition and education. 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Skill and will: The role of motivation and cognition in the learning of college chemistry. International Journal of Science Education, 25(9), 1081–1094. https://doi.org/10.1080/09500690320000522072446116Praxis & Saberhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18131/16020https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18131/16021https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18131/16022https://revistas.uptc.edu.co/index.php/praxis_saber/article/download/18131/16683Núm. 46 , Año 2025 : Gestión educativa y organización escolarPublicationOREORE.xmltext/xml2852https://repositorio.uptc.edu.co/bitstreams/2a7e5df1-baf0-433e-9973-29b9b39f468a/download605afea95e953a9c9367645fe19dc9f3MD51falseAnonymousREAD001/21358oai:repositorio.uptc.edu.co:001/213582026-10-29 13:33:33.268https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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