La enseñanza de estrategias metacognitivas en el proceso de la composición escrita: un estudio de caso sobre un modelo para la intervención educativa

This article presents the development of an educational intervention program that was done especifically about the teaching of metacognitive strategies in the process of written composition with a teacher and four students of the fourth grade of primary school. It is based theoretically and conceptually in the review of the term metacognition and in the analysis of the cognitive process that is implied in the writting, from the explanatory models of Scardamalia y Bereiter (1992). Such program was formed by three phases where it was done a check about the identification, achievement and evaluation process of metacognitive strategies that may teaching to the students to help them with their performance in the process of written composition getting, at the end, the teacher extended her conception about the teaching process.

• Fecha de publicación: 2020
• Institución: Universidad Católica de Pereira
• Repositorio: Repositorio Institucional - RIBUC
• Idioma: spa
• OAI Identifier: oai:repositorio.ucp.edu.co:10785/10527
• Acceso en línea: https://revistas.ucp.edu.co/index.php/grafias/article/view/1668; http://hdl.handle.net/10785/10527
• Rights: openAccess
• License: Derechos de autor 2006 Revista Grafías