<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142020000100233</article-id>
<article-id pub-id-type="doi">10.17227/ted.num47-7970</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actividades para fomentar la metacognición en las clases de biología]]></article-title>
<article-title xml:lang="en"><![CDATA[Activities to Promote Metacognition in Biology Classes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atividades para promover a metacognição em aulas de biologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[Gastón Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Galli]]></surname>
<given-names><![CDATA[Leonardo Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Ciencias Exactas y Naturales ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires Facultad de Ciencias Exactas y Naturales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<numero>47</numero>
<fpage>233</fpage>
<lpage>247</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142020000100233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La metacognición es un campo con un desarrollo reciente y una creciente importancia en la investigación en didáctica de las ciencias naturales. Muchos autores y autoras coinciden en su valor para la comprensión de los contenidos, así como para el desarrollo de estrategias de aprendizaje y de pensamiento crítico en los estudiantes. Sin embargo, estas investigaciones han tenido poco impacto en las aulas, debido a múltiples causas, entre ellas la ausencia de propuestas específicas para fomentar el desarrollo de las capacidades metacognitivas en los estudiantes. El presente artículo de revisión tiene como objetivo ofrecer criterios para clasificar actividades que fomenten la metacognición en el aula. Presentaremos algunos tipos de actividades con ejemplos que han sido puestos en juego en la tesis doctoral del primero de los autores y brindaremos además un ejemplo específico sobre la enseñanza de la biología evolutiva que permita pensar en el abordaje de los obstáculos epistemológicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Metacognition is a field with a recent development and a growing importance in the research in didactics of the natural sciences. Many authors agree on their value for understanding the contents, as well as for the development of learning strategies and critical thinking in students. However, these investigations have had little impact in the classrooms. This is due to multiple causes, including the absence of specific proposals to encourage the development of metacognitive skills in students. The objective of this article is to offer criteria for classifying activities that promote metacognition in the classroom. We will present some types of activities with examples that have been put into play in the doctoral thesis of the first of the authors, and we will also provide a specific example on the teaching of evolutionary biology that allows thinking about the approach to epistemological obstacles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Metacognição é um campo com um desenvolvimento recente e uma crescente importância na pesquisa em didática das ciências naturais. Muitos autores concordam em seu valor para entender os conteúdos, assim como para o desenvolvimento de estratégias de aprendizagem e pensamento crítico nos estudantes. No entanto, essas investigações tiveram pouco impacto nas salas de aula. Isso se deve a múltiplas causas, incluindo a ausência de propostas específicas para incentivar o desenvolvimento de habilidades metacognitivas dos alunos. O objetivo deste artigo é oferecer critérios para classificar as atividades que promovem a metacognição em sala de aula. Apresentaremos alguns tipos de atividades com exemplos que foram trazidos em jogo na tese de doutorado do primeiro autor e também forneceremos um exemplo específico do ensino da biologia evolutiva que permite pensar em a abordagem dos obstáculos epistemológicos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la evolución]]></kwd>
<kwd lng="es"><![CDATA[actividades escolares]]></kwd>
<kwd lng="es"><![CDATA[obstáculos epistemológicos]]></kwd>
<kwd lng="es"><![CDATA[educación científica]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[teaching of evolution]]></kwd>
<kwd lng="en"><![CDATA[activities]]></kwd>
<kwd lng="en"><![CDATA[epistemological obstacles]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[ensino da evolução]]></kwd>
<kwd lng="pt"><![CDATA[atividades]]></kwd>
<kwd lng="pt"><![CDATA[obstáculos epistemológicos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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