Metacognición: estrategia metodológica para el pensamiento crítico en el aprendizaje de la unidad 2 ‘‘Soy un buen vecino’’ de historia de primero de BGU
This research focuses on the study of metacognition as a methodological strategy for developing critical thinking in first-year high school students in Unit 2, entitled "I Am a Good Neighbor," in the History course. It is conducted due to the need to innovate in pedagogical practices, seek...
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| 格式: | bachelorThesis |
| 语言: | spa |
| 出版: |
2025
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| 主题: | |
| 在线阅读: | http://dspace.unach.edu.ec/handle/51000/15164 |
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添加标签 | 总结: | This research focuses on the study of metacognition as a methodological strategy for developing critical thinking in first-year high school students in Unit 2, entitled "I Am a Good Neighbor," in the History course. It is conducted due to the need to innovate in pedagogical practices, seeking to ensure that students not only memorize historical information but also develop skills in analysis, reflection, and critical evaluation of that information. The methodology is developed under a qualitative approach, using documentary analysis as a data collection technique. In addition, different bibliographic sources are selected and analyzed to construct a theoretical framework and design a methodological guide. The results obtained are focused on the development of a methodological guide based on metacognition to foster critical thinking, which includes a series of activities and strategies that seek to promote reflection, analysis, and critical evaluation. Concluding that metacognition is an effective methodological strategy for promoting critical thinking in history teaching, the proposed guide is presented as a useful tool for teachers who wish to implement innovative strategies in their classes. Therefore, teachers are encouraged to use the proposed methodological guide and adapt it to their own contexts and needs. |
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