ESTRATEGIAS METACOGNITIVAS Y SU IMPACTO EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DE LOS ESTUDIANTES DE 6TO DE EDUCACIÓN GENERAL BÁSICA EN LA UNIDAD EDUCATIVA LEÓN DE FEBRES CORDERO.

This research focused on determining the impact of metacognitive strategies on the teaching-learning process of 6th-grade students at the León De Febres Cordero Educational Unit from the parish of San Juan. The problem addressed was related to the limited implementation and understanding of these strategies by teachers, which restricts the development of more autonomous and conscious learning. A mixed-methods approach was employed, combining surveys, interviews, and observation checklists to collect data on the application of metacognitive strategies in the classroom. The results revealed that, although strategies such as self-assessment and planning are used occasionally, their systematic application is limited due to a lack of specialized training. Despite this, it was found that integrating these strategies, in combination with a supportive environment and active methodologies, contributes to greater understanding and academic performance. The conclusions highlight the importance of providing specific training in metacognition to teachers to maximize the benefits of these practices. The research demonstrated that proper implementation of metacognitive strategies can transform the teaching-learning process, promoting greater autonomy and effectiveness in student performance.

• Autor principal: VECILLA ESPINOZA MARÍA LEONOR (author)
• Outros Autores: VALERO VERA RELYS GEOMARA (author)
• Formato: bachelorThesis
• Publicado em: 2024
• Assuntos: Estrategias; Metacognición; EDUCACION BASICA
• Acesso em linha: http://dspace.utb.edu.ec/handle/49000/17516