Resumo

LOPEZ VARGAS, Omar; SANABRIA RODRIGUEZ, Luis Bayardo  e  BUITRAGO GONZALEZ, Nohora Cecilia. Differential Effect of a Metacognitive Scaffolding on Self-Regulation and Learning Achievement in a B-Learning Environment. Rev. Fac. Cienc. Tecnol. [online]. 2018, n.44, pp.33-50. ISSN 0121-3814.

The aim of this paper is to examine the effects of a metacognitive scaffolding called Amadis and the cognitive style in the Field Dependence-Independence dimension, learning achievement and self-regulatory capacity in high school students, when interacting with a b-learning environment about a physics topic. The study involved 182 students from six eleventh-grade classes from a public school in Bogotá (Colombia). Three classes interacted with a b-learning environment that contained an Amadis metacognitive scaffolding. The other three classes interacted with the b-learning environment that did not have the scaffolding. Students were administered the EFT masked figures test, in order to classify them as field dependent, intermediate and independent subjects. The MSLQ questionnaire was used to measure self-regulation indicators. A Mancova analysis was carried out to determine differences among the groups of students. The results indicate that there are significant differences in learning achievement due to the effect of metacognitive scaffolding. The students who interacted with it got higher results than those who did not. Also, the dissimilarities in the learning achievement of students from different cognitive styles were eliminated. Similarly, the scaffolding favored some students' self-regulation of learning indicators.

Palavras-chave : Metacognitive scaffolding; cognitive style; learning achievement; b-learning environment; self-regulation.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )