Impacto de la metacognición en el desarrollo de competencias científicas en estudiantes peruanos: una revisión sistemática
Impact of metacognition on the development of scientific competencies in peruvian students: a systematic reviewContenido principal del artículo
La metacognición es una herramienta clave para mejorar el aprendizaje y las competencias científicas, y que permite que los estudiantes autorregulen su proceso formativo y desarrollen pensamiento crítico. Esta revisión sistemática, basada en 18 estudios (2010-2024) de Scopus, SciELO y Google Scholar, analiza su impacto en la educación peruana. Los resultados evidencian que fortalece el rendimiento académico, la autonomía y la resolución de problemas, pero enfrenta barreras como estrategias pedagógicas desestructuradas, formación docente insuficiente y limitaciones institucionales. Se excluyeron estudios no revisados por pares o en otros idiomas. Las conclusiones resaltan la necesidad de integrar la metacognición en los currículos científicos y mejorar la capacitación docente, promoviendo aprendizajes más profundos. Para superar estos desafíos, se sugiere implementar políticas educativas que prioricen estos enfoques, combinando actualizaciones curriculares, formación docente y apoyo institucional. Esto optimizaría la enseñanza de las ciencias en Perú, adaptándola a las necesidades locales y potenciando su impacto educativo.
Metacognition is a key tool for enhancing learning and scientific competencies, allowing students to self-regulate their educational process and develop critical thinking. This systematic review, based on 18 studies (2010–2024) from Scopus, SciELO, and Google Scholar, analyzes its impact on Peruvian education. The results show that it strengthens academic performance, autonomy, and problem-solving skills but faces barriers such as unstructured pedagogical strategies, insufficient teacher training, and institutional limitations. Studies that were not peer-reviewed or in other languages were excluded. The conclusions highlight the need to integrate metacognition into science curricula and improve teacher training to promote deeper learning. To overcome these challenges, it is suggested to implement educational policies that prioritize these approaches, combining curriculum updates, teacher training, and institutional support. This would optimize science teaching in Peru, adapting it to local needs and enhancing its educational impact.
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