Fostering metacognitive awareness of organization and planning in 16-year-old students
DOI:
https://doi.org/10.53673/th.v2i4.124Keywords:
Metacognición, Planificación, Organización, Autorregulación, Funciones ejecutivasAbstract
This article presents the results of an investigation whose purpose was to indicate pedagogical strategies that can favor the metacognition of planning and organization in the students of an urban public educational institution in Colombia. To achieve this, a theoretical approach was carried out from three aspects: metacognition, self-regulation, and executive functions. Students and professors linked to the tenth grade of said institution participated. Regarding the methodology, a qualitative approach was followed, under an exploratory-descriptive scope, and with an action-research design. Data collection was achieved through semi-structured interviews, focus group, and documentary review matrix. Open and axial coding was used as the method of analysis. The results show that students, either to plan or to organize, do not usually move beyond the short term, which generates adverse consequences for the long-term company that constitutes their learning. It concludes by detailing a transversal content school project which articulates elements such as goal setting, information management, the use of agendas and calendars, the use of self-reflection, and metacognitive monitoring. Finally, it is recommended to investigate the curricular modifications that can be introduced within educational institutions, in order to accommodate metacognitive elements of planning and organization throughout various grades.
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