Los procesos metacognitivos para el aprendizaje de Ciencias Naturales en el cuarto año de Educación Básica Elemental.

Abstract

This Curricular Integration Work (TIC) focuses on the importance of metacognition for the learning of Natural Sciences in the context of a fourth year classroom of Elementary Basic Education. A classroom in which students show little retention of the contents seen in the teaching-learning process. For this reason, the objective of this research is to develop the metacognitive processes for the students' learning of Natural Sciences. In this sense, the theoretical axes to be considered in this process are: Theories of cognitive development, Theories and models of metacognition, Metacognitive processes in learning and methodological strategies to work on metacognition. The research methodology is based on the qualitative approach and a socio-critical paradigm, since it is based on self-reflection as a form of social criticism. In addition, the method of action research, since this being a process in phases, allows to diagnose, plan, propose and reflect on a problem. During the course of the research, various data collection techniques and instruments were applied, which allowed us to know the needs presented by the students regarding the object of study. As a result, we found that there are several factors that hinder metacognitive development. It is then that, in order to answer our objective, an intervention proposal has been developed based on methodological strategies to develop metacognition. This research concludes on the relevance of the degree of support from the teacher to the students, as well as the need to focus the experiences on the sequencing of contents.