Estrategia docente para el desarrollo de habilidades metacognitivas en estudiantes universitarios: un estudio mixto en la República Dominicana
DOI:
https://doi.org/10.64492/cd4as206Palabras clave:
conciencia metacognitiva, habilidades metacognitivas, innovación educativa, intervención pedagógica, metacogniciónResumen
Introducción: Las habilidades metacognitivas son clave para el estudiantado universitario, sin embargo, no siempre las prácticas docentes están alineadas al desarrollo integral de estas. Objetivo: Diseñar una estrategia docente para desarrollar habilidades metacognitivas en estudiantes universitarios. Metodología: Se utilizó un enfoque mixto con diseño secuencial en la carrera de Educación Básica de una Universidad de la República Dominicana. En la fase cuantitativa participaron 130 estudiantes en la escala Metacognitive Awareness Level para evaluar su nivel de habilidades metacognitivas, así como 17 docentes en la escala EIDOPMA para evaluar su intervención centrada en la metacognición en el aula. Luego en la fase cualitativa se aplicó una entrevista profunda a 3 expertos para identificar factores de éxito docente que favorezcan el desarrollo de habilidades metacognitivas en estudiantes, y posteriormente elaborar la estrategia. Resultados: Los estudiantes evidencian un perfil metacognitivo desequilibrado, un nivel alto en el conocimiento de la cognición (especialmente declarativo y procedimental), suelen reconocer qué saben y cómo estudian, mostrando familiaridad con contenidos y estrategias habituales, nivel medio en planificación, organización y monitoreo, evidenciando que existe una aplicación parcial de estrategias para planificar, organizar y supervisar el aprendizaje, y nivel bajo en conocimiento condicional, depuración y evaluación, evidenciando mayores dificultades para decidir cuándo y por qué usar estrategias, ajustarlas críticamente y evaluar su efectividad, lo que limita la autorregulación profunda del aprendizaje. Por parte de los docentes el conocimiento declarativo (el sujeto) y conocimiento procedimental (la tarea), obtuvieron nivel alto, el conocimiento condicional (el contexto), obtuvo nivel medio y la regulación de la cognición obtuvo nivel bajo. Este patrón es altamente consistente con los resultados obtenidos en estudiantes. Por su parte el análisis cualitativo permitió identificar ocho categorías emergentes, las cuales reflejan dimensiones clave de la práctica docente eficaz desde una perspectiva metacognitiva. Conclusiones: Se evidenció la necesidad de una estrategia docente integral y sistemática que promueva el desarrollo de la metacognición mediante métodos activos, evaluación formativa, uso pedagógico de la tecnología y atención a las diferencias individuales, orientada a fortalecer la autorregulación y la transferencia del aprendizaje.
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