Resumen

SANCHEZ-CASTANO, Jairo Alejandro; CASTANO-MEJIA, Olga Yazmín  y  TAMAYO-ALZATE, óscar Eugenio. Metacognitive argumentation in the science classroom. Rev.latinoam.cienc.soc.niñez juv [online]. 2015, vol.13, n.2, pp.1153-1168. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.13242110214.

The main objective for this study was to develop a qualitative description of the metacognitive argumentation category for middle-school students aged between 14-16 years. The research followed a qualitative approach in which three scenarios were designed using a Science, Technology and Society (STS) perspective in order to collect information. The results from the analysis allowed for the characterization of three trends in metacognitive argumentation: a) expressions based around the feel-think-act structure, b) expressions that are focused on knowledge and, c) expressions of students’ ethical perspectives. Because of the potential of the category investigated in relation to the achievement of in-depth learning experiences in science, it would be relevant that future studies engage in further investigation into the understanding of argumentation and metacognition and emphasize how these can be developed in the classroom.

Palabras clave : education; teaching-learning; argumentation; metacognition; science education.

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