The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in Science

  1. Cano García, Francisco
  2. García, Ángela
  3. García Berbén, Ana Belén
  4. Pichardo Martínez, María del Carmen
  5. Justicia Justicia, Fernando
Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2014

Volumen: 26

Número: 3

Páginas: 385-390

Tipo: Artículo

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Otras publicaciones en: Psicothema

Resumen

Antecedentes: aunque muchas investigaciones han examinado el impacto de la generación de preguntas en la comprensión lectora de los estudiantes, pocas de ellas han analizado su influencia en cómo los estudiantes aprenden y estudian en Ciencias. Este estudio pretrende reducir ese déficit de conocimientos. Método: utilizando un diseño cuasi-experimental, tres clases de Ciencias de noveno grado (N = 72 estudiantes) fueron asignadas aleatoriamente a tres grupos: (G1) entrenamiento en generación de preguntas mediante indicaciones; (G2) generación de preguntas sin instrucción explícita; y (G3) grupo control. Los participantes proporcionaron medidas de autoinforme pre-test y post-test en conocimiento metacognitivo, autorregulación y enfoques de aprendizaje, las cuales fueron analizadas mediante análisis de covarianza univariados y multivariados. Resultados: a) el MANCOVA reveló un efecto significativo del factor Grupo; b) los ANCOVAs mostraron el cambio promedio más elevado para G1 y diferencias significativas en dos componentes de la metacognición (conocimiento y autorregulación); y c) la dirección de esas diferencias pareció variar en cada uno de esos componentes. Conclusiones: entrenar en generar preguntas influenció el modo de aprender de los estudiantes (e.g., metacognición), influencia de tamaño medio a grande relacionada con las indicaciones utilizadas.

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