Metacognición en el aprendizaje de las ciencias: saber lo que no se sabe o no se comprende
DOI:
https://doi.org/10.1590/S1678-4634202349250081Palavras-chave:
Conocimiento metacognitivo, Aprendizaje de las ciencias, Desconocimiento, IncomprensiónResumo
El presente trabajo trata sobre conocimiento metacognitivo en la enseñanza y el aprendizaje de las ciencias. Se examina en particular el papel del conocimiento que los alumnos tienen sobre lo que no saben acerca de contenidos del currículo de ciencias. Después de una breve introducción a la noción de metacognición, analizamos el papel del desconocimiento y la incomprensión consciente tanto en la investigación científica como en el aprendizaje de las ciencias en el contexto escolar. En particular se discute una característica del papel que juegan el desconocimiento y la incomprensión en la enseñanza de las ciencias: el monopolio que tienen los profesores sobre lo que no se sabe y se debe saber. A continuación, analizamos dos de las variables que influyen en
esta consciencia del desconocimiento y la incomprensión: el conocimiento de la materia y la fuente de la información proporcionada. Se revisan estudios que muestran cómo la falta de conocimiento lleva a desconocimiento difuso, de menor calidad. Después se analizan otros trabajos que relacionan características de la fuente de información, como la credibilidad que perciben en ella los alumnos, con la expresión de incomprensión de esta información. Finalmente se sintetizan algunas conclusiones e implicaciones para la enseñanza de las ciencias.
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