Interacción conceptual entre el pensamiento crítico y metacognición

El texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibli...

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Fecha de publicación:: 2018

Institución:: Universidad de Caldas

Repositorio:: Repositorio Institucional U. Caldas

Idioma:: spa

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network_acronym_str	REPOUCALDA
network_name_str	Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv	Interacción conceptual entre el pensamiento crítico y metacognición Conceptual interaction between critical thinking and metacognition
title	Interacción conceptual entre el pensamiento crítico y metacognición
spellingShingle	Interacción conceptual entre el pensamiento crítico y metacognición critical thinking metacognition conceptual interaction pensamiento crítico metacognición interacción conceptual
title_short	Interacción conceptual entre el pensamiento crítico y metacognición
title_full	Interacción conceptual entre el pensamiento crítico y metacognición
title_fullStr	Interacción conceptual entre el pensamiento crítico y metacognición
title_full_unstemmed	Interacción conceptual entre el pensamiento crítico y metacognición
title_sort	Interacción conceptual entre el pensamiento crítico y metacognición
dc.subject.none.fl_str_mv	critical thinking metacognition conceptual interaction pensamiento crítico metacognición interacción conceptual
topic	critical thinking metacognition conceptual interaction pensamiento crítico metacognición interacción conceptual
description	El texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibliográfica de artículos científicos. Con este fin se estudió el marco para el desarrollo de habilidades metacognitivas (HM) y el modelo integrado del pensamiento crítico. Los autores concluyen que el PC es un proceso metacognitivo que facilita al individuo la interpretación de la información cognitiva y que el adecuado desarrollo del PC requiere de HM
publishDate	2018
dc.date.none.fl_str_mv	2018-12-26 00:00:00 2018-12-26 00:00:00 2018-12-26 2021-03-07T10:22:44Z 2021-03-07T10:22:44Z
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dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
status_str	publishedVersion
dc.identifier.none.fl_str_mv	1900-9895 https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920 https://repositorio.ucaldas.edu.co/handle/ucaldas/16389 2500-5324
identifier_str_mv	1900-9895 2500-5324
url	https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920 https://repositorio.ucaldas.edu.co/handle/ucaldas/16389
dc.language.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	217 1 193 15 Latinoamericana de Estudios Educativos Abigail, M., Perkins, C., and Texas, A. (2016). An Earthquake Engineering Education Research Methodology for Game- Based Learning an Earthquake Engineering Education Research Methodology for Game-Based Learning. In ASEE Annual Conference and Exposition, Conference Proceedings. Albano, G., Capuano, N., and Pierri, A. (2017). Adaptive peer grading and formative assessment. Journal of E-Learning and Knowledge Society, 13 (1), 147-161. Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318 Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001 Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006 Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007 Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7 Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004 Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002 Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7 English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27). Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7 Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1. Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906 Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007 Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2 Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830 Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937 Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4 Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762 Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6 Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016 Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304 Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7 Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624 Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189. Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4 Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575 Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818 Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478 Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968 Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York. Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23. Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales. Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3 Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8 Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2 Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416 Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196). Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72 Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6 Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46. Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170. Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales. Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis. Núm. 1 , Año 2019 : Enero - Junio https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/3920/3631
dc.rights.none.fl_str_mv	Derechos de autor 2018 Revista Latinoamericana de Estudios Educativos https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
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dc.publisher.none.fl_str_mv	Universidad de Caldas
publisher.none.fl_str_mv	Universidad de Caldas
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spelling	Interacción conceptual entre el pensamiento crítico y metacogniciónConceptual interaction between critical thinking and metacognitioncritical thinkingmetacognitionconceptual interactionpensamiento críticometacognicióninteracción conceptualEl texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibliográfica de artículos científicos. Con este fin se estudió el marco para el desarrollo de habilidades metacognitivas (HM) y el modelo integrado del pensamiento crítico. Los autores concluyen que el PC es un proceso metacognitivo que facilita al individuo la interpretación de la información cognitiva y que el adecuado desarrollo del PC requiere de HMThe text presents a scheme of critical thinking (CT) and metacognition (MC). It starts by sketching concepts of these two aspects and the lack of clarity that exists when developing them. The purpose of this document is to contribute to clarify the conceptual interaction of CT and MC through a bibliographic review of scientific articles. To this end, the framework for the development of metacognitive skills (MS) and the integrated model of critical thinking were studied. The authors concluded that CT is a metacognitive process that facilitates the individual's interpretation of cognitive information and that the adequate development of CT requires MSUniversidad de Caldas2018-12-26 00:00:002021-03-07T10:22:44Z2018-12-26 00:00:002021-03-07T10:22:44Z2018-12-26Artículo de revistaSección ArtículosJournal Articlehttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf1900-9895https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920https://repositorio.ucaldas.edu.co/handle/ucaldas/163892500-5324https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920spa217119315Latinoamericana de Estudios EducativosAbigail, M., Perkins, C., and Texas, A. (2016). An Earthquake Engineering Education Research Methodology for Game- Based Learning an Earthquake Engineering Education Research Methodology for Game-Based Learning. In ASEE Annual Conference and Exposition, Conference Proceedings.Albano, G., Capuano, N., and Pierri, A. (2017). Adaptive peer grading and formative assessment. Journal of E-Learning and Knowledge Society, 13 (1), 147-161.Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27).Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1.Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189.Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York.Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23.Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales.Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196).Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46.Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170.Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales.Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis.Núm. 1 , Año 2019 : Enero - Juniohttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/3920/3631Derechos de autor 2018 Revista Latinoamericana de Estudios Educativoshttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Bernal, María ElenaGómez, ManuelaIodice, Rosariooai:repositorio.ucaldas.edu.co:ucaldas/163892024-07-16T21:51:30Z

Interacción conceptual entre el pensamiento crítico y metacognición

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