<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162024000400282</article-id>
<article-id pub-id-type="doi">10.17227/rce.num93-19804</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de aprendizaje: aportes del modelado metacognitivo a la escritura de textos argumentativos]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Strategies: Contributions of Metacognitive Modeling to Writing Argumentative Texts]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de aprendizagem: contribuições da modelagem metacognitiva para a escrita de textos argumentativos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Rodríguez]]></surname>
<given-names><![CDATA[Juan Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Ortiz]]></surname>
<given-names><![CDATA[Angélica María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadavid-Alzate]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>93</numero>
<fpage>282</fpage>
<lpage>314</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162024000400282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162024000400282&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162024000400282&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: Comprender la incidencia del modelado metacognitivo de estrategias de aprendizaje en el fortalecimiento de la argumentación escrita de estudiantes de primer semestre de la Universidad Nacional de Colombia, sede Manizales.  Metodología: Enfoque cualitativo con alcance comprensivo. Para medir los avances en los niveles de argumentación se usó el método de análisis del discurso. Para medir la frecuencia en el uso de estrategias de aprendizaje se utilizó el software NVivoB®..  Resultados: De las 14 estrategias de aprendizaje seleccionadas en la guía de modelado metacognitivo, se evidenciaron con mayor frecuencia -en los procesos de regulación metacognitiva (planeación, monitoreo y evaluación)- la explicitación de la tesis, la diversificación de los argumentos y la planificación de rutas argumentales. También emergieron estrategias metacognitivas, como tener conocimiento de la tarea, identificar obstáculos y elaborar planes de acción, lo que se refleja en la movilización del 70% de los estudiantes entre los niveles 3, 4 y 5 de argumentación.  Conclusiones: Avanzar en el modelado de estrategias de aprendizaje hasta el grado de instrucción metacognitiva (Burón, 1999) incide de manera positiva en la escritura de textos argumentativos al generar intencionalmente la reflexión y la toma de conciencia por parte de los estudiantes para gestionar y controlar sus procesos en la preescritura, la escritura y la posescritura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To understand the impact of metacognitive modelling of learning strategies on strengthening the written argumentation among first-semester students at the National University of Colombia, Manizales campus.  Methodology: A qualitative approach with a comprehensive scope was used. The discourse analysis method was employed to measure advances in argumentation levels. NVivoB® software was used to measure the frequency of learning strategies usage.  Results: Among the 14 learning strategies selected in the metacognitive modelling guide, the most frequently observed in the processes of metacognitive regulation (planning, monitoring, and evaluation) were the explicit statement of the thesis, diversification of arguments, and planning of argumentative routes. Additionally, metacognitive strategies such as task awareness, identifying obstacles, and developing action plans emerged, resulting in 70% of the students moving between levels 3, 4, and 5 of argumentation.  Conclusions: Advancing in the modelling of learning strategies to the level of metacognitive instruction (Buron, 1999) positively impacts the writing of argumentative texts by intentionally generating reflection and awareness among students to manage and control their processes in pre-writing, writing and post-writing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo:  Compreender a incidência da modelagem metacognitiva de estratégias de aprendizagem no fortalecimento da argumentação escrita dos alunos do primeiro semestre da Universidade Nacional da Colômbia, campus de Manizales.  Metodologia:  Abordagem qualitativa com escopo abrangente. Para medir os avanços nos níveis de argumentação, foi utilizado o método de análise do discurso. Para medir a frequência no uso de estratégias de aprendizagem, foi utilizado o software NVivoB®.  Resultados:  Entre as 14 estratégias de aprendizagem selecionadas no guia de modelagem metacognitiva, evidenciaram-se com maior frequência -nos processos de regulação metacognitiva (planejamento, monitoramento e avaliação)- a explicitação da tese, a diversificação dos argumentos e o planejamento de rotas argumentativas. Também surgiram estratégias metacognitivas, como ter conhecimento da tarefa, identificar obstáculos e desenvolver planos de ação, o que se reflete na mobilização de 70% dos alunos entre os níveis 3, 4 e 5 de argumentação.  Conclusões:  avançar na modelagem de estratégias de aprendizagem até o grau de instrução metacognitiva (Buron, 1999) incide positivamente na escrita de textos argumentativos ao gerar intencionalmente a reflexão e a tomada de consciência por parte dos alunos para gerenciar e controlar seus processos de pré-escrita, escrita e pós-escrita.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[regulación metacognitiva]]></kwd>
<kwd lng="es"><![CDATA[modelado metacognitivo]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias metacognitivas]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="en"><![CDATA[metacognitive regulation]]></kwd>
<kwd lng="en"><![CDATA[metacognitive modelling]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[metacognitive strategies]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="pt"><![CDATA[regulação metacognitiva]]></kwd>
<kwd lng="pt"><![CDATA[modelagem metacognitiva]]></kwd>
<kwd lng="pt"><![CDATA[estratégias de aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[estratégias metacognitivas]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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