Efecto diferencial de un andamiaje metacognitivo sobre la autorregulación y el logro de aprendizaje en un ambiente de aprendizaje combinado.
| dc.contributor.author | López Vargas, Omar | spa |
| dc.contributor.author | Sanabria Rodríguez, Luis Bayardo | spa |
| dc.contributor.author | Buitrago González, Nohora Cecilia | spa |
| dc.date.accessioned | 2021-08-02T16:54:27Z | |
| dc.date.available | 2021-08-02T16:54:27Z | |
| dc.date.issued | 2018-11-17 | |
| dc.description.abstract | La presente investigación tiene como finalidad examinar los efectos de un andamiaje metacognitivo Amadís y el estilo cognitivo en la dimensión de-pendencia-independencia de campo, el logro de aprendizaje y la capacidad autorreguladora en estudiantes de secundaria, cuando interactúan con un ambiente combinado sobre una temática de física. En el estudio participaron 182 estudiantes pertenecientes a seis cursos de grado undécimo de un colegio público de Bogotá, Colombia. Tres cursos de estudiantes interactuaron con un ambiente combinado que contenía un andamiaje metacognitivo Amadís. Los otros tres cursos interactuaron con el ambiente combinado que no tenía el andamiaje. A los estudiantes se les aplicó el test de figuras enmascaradas eftcon el fin de clasificarlos en sujetos dependientes, intermedios e indepen-dientes de campo. Se utilizó el cuestionario mslq para medir indicadores de autorregulación. Se realizó un análisis mancova para determinar diferencias en los grupos de estudiantes. Los resultados indican que existen diferencias significativas en el logro de aprendizaje por efecto del andamiaje metacognitivo. Los estudiantes que interactuaron con el andamiaje metacognitivo presentaron logros significativamente mayores que quienes no lo utilizaron. También se eli-minaron las diferencias en el logro de aprendizaje de los estudiantes de distinto estilo cognitivo. De igual forma, el andamiaje favoreció algunos indicadores de autorregulación del aprendizaje en los estudiantes. | spa |
| dc.description.abstractenglish | The aim of this paper is to examine the effects of a metacognitive scaffolding called Amadis and the cognitive style in the Field Dependence-Independence dimension, learning achievement and self-regulatory capacity in high school students, when interacting with a b-learning environment about a physics topic. The study involved 182 students from six eleventh-grade classes from a public school in Bogotá (Colombia). Three classes interacted with a b-learning environment that contai-ned an Amadis metacognitive scaffolding. The other three classes interacted with the b-learning environment that did not have the scaffolding. Students were administered the eft masked figures test, in order to classify them as field dependent, intermediate and independent subjects. The mslqquestionnaire was used to measure self-regulation indicators. A Mancova analysis was carried out to determine differences among the groups of students. The results indicate that there are significant differences in learning achievement due to the effect of metacognitive scaffolding. The students who interacted with it got higher results than those who did not. Also, the dissimilarities in the learning achievement of students from different cognitive styles were eliminated. Similarly, the scaffolding favored some students’ self-regulation of learning indicators. | eng |
| dc.format.mimetype | application/pdf | spa |
| dc.format.mimetype | text/xml | spa |
| dc.identifier | https://revistas.upn.edu.co/index.php/TED/article/view/8988 | |
| dc.identifier | 10.17227/ted.num44-8988 | |
| dc.identifier.issn | 2323-0126 | |
| dc.identifier.issn | 2665-3184 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12209/16003 | |
| dc.language.iso | spa | |
| dc.publisher | Editorial Universidad Pedagógica Nacional | spa |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/8988/6746 | |
| dc.relation | https://revistas.upn.edu.co/index.php/TED/article/view/8988/7427 | |
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| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.accessrights | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.creativecommons | Attribution-NonCommercial 4.0 International | |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0 | |
| dc.source | Tecné, Episteme y Didaxis: TED; Núm. 44 (2018): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; No. 44 (2018): jul-dic | spa |
| dc.source | Tecné, Episteme y Didaxis: TED; n. 44 (2018): jul-dic | spa |
| dc.subject | Andamiaje metacognitivo | spa |
| dc.subject | Estilo cognitivo | spa |
| dc.subject | Logro de aprendizaje | spa |
| dc.subject | Ambiente semipresencial | spa |
| dc.subject | Autorregulación | spa |
| dc.subject.keywords | Metacognitive scaffolding | eng |
| dc.subject.keywords | Cognitive style | eng |
| dc.subject.keywords | Learning achievement | eng |
| dc.subject.keywords | B-learning environment | eng |
| dc.subject.keywords | Self-regulation | eng |
| dc.title | Efecto diferencial de un andamiaje metacognitivo sobre la autorregulación y el logro de aprendizaje en un ambiente de aprendizaje combinado. | spa |
| dc.title.translated | Differential effect of a metacognitive scaffolding on self-regulation and learning achievement in a b-learning environment. | eng |
| dc.type.coar | http://purl.org/coar/resource_type/c_6501 | eng |
| dc.type.driver | info:eu-repo/semantics/article | eng |
| dc.type.local | Artículo de revista | spa |
| dc.type.version | info:eu-repo/semantics/publishedVersion |