A pedagogical strategy effect on metacognitive development of Chilean adolescents

Abstract

This article, based on mixed research, presents the advances generated in the metacognitive development of Chilean students from a pedagogical intervention in Biology. In the quantitative field – the results being included in the article – we used a quasi-experimental design that consisted of an initial evaluation of the students’ metacognition (pre-test); a pedagogical intervention, the final evaluation (post-test). The development of metacognition was determined from the difference between the final and initial measurements.

The results obtained showed that, of the six metacognitive dimensions analyzed, five presented significant differences after the pedagogical intervention. The evaluation of its magnitude indicated that the five dimensions mentioned above showed a large difference, according to the scale of Morales (Morales 2008). Knowledge presents the greatest distance between the pre-test and post-test measurement (d = 2.45), then the Evaluation dimension (d = 2.03), next Planning (d = 1.63), Strategies (d= 1.04) and finally, Control-Supervision (d = .62).