<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942023000302632</article-id>
<article-id pub-id-type="doi">10.5294/edu.2023.26.3.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Juicios metacognitivos de dominio específico]]></article-title>
<article-title xml:lang="en"><![CDATA[Domain-Specific Metacognitive Judgments]]></article-title>
<article-title xml:lang="pt"><![CDATA[Julgamentos metacognitivos de domínio específico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Ríos]]></surname>
<given-names><![CDATA[Jorge Norvey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942023000302632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942023000302632&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942023000302632&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los juicios metacognitivos han sido vinculados epistemológicamente con creencias del sujeto en relación con su origen en la experiencia, el conocimiento y la fluidez del aprendizaje. Con otra mirada, la didáctica puede estudiar juicios de dominio específico acordes con las particularidades de cada una de las ciencias.  Objetivo: explorar los juicios metacognitivos mediante el análisis del contenido en discursos de estudiantes de medicina de una universidad pública en Colombia.  Métodos: se utilizó una metodología cualitativa descriptiva que exploró los juicios metacognitivos en simulaciones clínicas de tareas que implicaron razonamiento clínico.  Discusión de resultados: los resultados arrojan dos juicios metacognitivos propios del razonamiento clínico: juicios de recapitulación y juicios con hipótesis, además de los juicios basados en creencias ontológicas.  Conclusión: el estudio permite delinear una taxonomía de juicios metacognitivos de dominio específico que incluyen creencias epistémicas y ontológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Metacognitive judgments have been epistemologically linked to beliefs about their experiences, knowledge, and learning fluency. Didactics can explore these judgments within the context of specific scientific domains. This study aims to examine meta-cognitive judgments through content analysis of medical students' speeches at a public university in Colombia. Using a descriptive qualitative methodology, we investigated metacognitive judgments during clinical simulations of reasoning tasks. The findings reveal two primary types of metacognitive judgments in clinical reasoning: recapitulation judgments and hypothesis-based judgments, along with judgments grounded in ontological beliefs. This study contributes to the development of a taxonomy of domain-specific metacognitive judgments, encompassing both epistemic and ontological beliefs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os julgamentos metacognitivos têm sido epistemologicamente vinculados às crenças do sujeito com relação à sua origem na experiência, no conhecimento e na fluência do aprendizado. Com outra visão, a didática pode estudar julgamentos de domínio específico de acordo com as particularidades de cada uma das ciências.  Objetivo: explorar os julgamentos metacognitivos por meio da análise de conteúdo nos discursos de estudantes de medicina em uma universidade pública da Colômbia.  Métodos: foi utilizada uma metodologia qualitativa descritiva para explorar os julgamentos metacognitivos em simulações clínicas de tarefas que envolvem raciocínio clínico.  Discussão dos resultados: os resultados mostram dois julgamentos metacognitivos específicos do raciocínio clínico: julgamentos de recapitulação e julgamentos com hipóteses, além de julgamentos baseados em crenças ontológicas.  Conclusão: o estudo nos permite delinear uma taxonomia de julgamentos metacognitivos de domínio específico que incluem crenças epistêmicas e ontológicas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciencias de la salud]]></kwd>
<kwd lng="es"><![CDATA[cognición]]></kwd>
<kwd lng="es"><![CDATA[decisión]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="en"><![CDATA[Health sciences]]></kwd>
<kwd lng="en"><![CDATA[cognition]]></kwd>
<kwd lng="en"><![CDATA[decision]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
<kwd lng="pt"><![CDATA[Ciências da saúde]]></kwd>
<kwd lng="pt"><![CDATA[cognição]]></kwd>
<kwd lng="pt"><![CDATA[crenças ontológicas]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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