Estrategias metacognitivas en ambientes virtuales y la gestión del aprendizaje.
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2021-10
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
Este estudio tiene como fin aplicación de estrategias metacognitivas y con ello gestionar el aprendizaje autónomo de los estudiantes de la Unidad Educativa “José Martínez Queirolo”. Para ello, se plantea como objetivo general: Determinar la incidencia que tiene el uso de las estrategias de meta cognición a través de las habilidades del pensamiento en la gestión del aprendizaje a los estudiantes de la Unidad Educativa “José Martínez Queirolo” en la asignatura de Estudios Sociales del décimo año de Educación General Básica. Con esta premisa se pretende responder a la pregunta ¿Qué incidencia tiene el uso de Estrategias meta cognitivas en ambientes virtuales para la gestión del aprendizaje de los estudiantes de la Unidad Educativa “José Martínez Queirolo”?. Este proyecto de investigación emplea un diseño de investigación no experimental transeccional puesto que la recolección de datos se aplica en un periodo corto de tiempo y el investigador del mismo no tiene control sobre las variables de la investigación. Además, se emplea una modalidad de investigación cuantitativa. Para sustentar con datos reales esta investigación, se escogió una muestra 26 docentes. Miembros que forman parte de la Unidad Educativa en la asignatura de Estudios Sociales del décimo año de Educación General Básica.
The purpose of this study is to apply metacognitive strategies and thereby manage the autonomous learning of the students of the “José Martínez Queirolo” Educational Unit. For this, the general objective is: To determine the impact of the use of meta-cognition strategies through thinking skills in the learning management of students of the "José Martínez Queirolo" Educational Unit in the subject of Social Studies of the tenth year of Basic General Education. With this premise it is intended to answer the question: What impact does the use of metacognitive strategies in virtual environments have for the management of learning of the students of the “José Martínez Queirolo” Educational Unit? This research project uses a non-experimental transectional research design since data collection is applied in a short period of time and the researcher of the same has no control over the research variables. In addition, a quantitative research modality is used. To support this research with real data, a sample of 26 teachers was chosen. Members who are part of the Educational Unit in the subject of Social Studies of the tenth year of Basic General Education. Consequently, the effective execution of metacognitive strategies accompanied by a planning process appropriate to the context and the learning needs of the students, allows self regulation and the selection of skills that can be applied in solving a problem.
The purpose of this study is to apply metacognitive strategies and thereby manage the autonomous learning of the students of the “José Martínez Queirolo” Educational Unit. For this, the general objective is: To determine the impact of the use of meta-cognition strategies through thinking skills in the learning management of students of the "José Martínez Queirolo" Educational Unit in the subject of Social Studies of the tenth year of Basic General Education. With this premise it is intended to answer the question: What impact does the use of metacognitive strategies in virtual environments have for the management of learning of the students of the “José Martínez Queirolo” Educational Unit? This research project uses a non-experimental transectional research design since data collection is applied in a short period of time and the researcher of the same has no control over the research variables. In addition, a quantitative research modality is used. To support this research with real data, a sample of 26 teachers was chosen. Members who are part of the Educational Unit in the subject of Social Studies of the tenth year of Basic General Education. Consequently, the effective execution of metacognitive strategies accompanied by a planning process appropriate to the context and the learning needs of the students, allows self regulation and the selection of skills that can be applied in solving a problem.
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Palabras clave
Metacognición, Gestión del aprendizaje, Estrategias
Citación
APA