Validación de un andamiaje metacognitivo para favorecer el logro de aprendizaje en estudiantes con diferente estilo cognitivo en la dimensión dependientes e independientes de campo cuando interactúan en un ambiente b-learning.

dc.contributorLópez Vargas, Omar
dc.creatorBuitrago González, Nohora Cecilia
dc.date.accessioned2017-08-31T14:43:08Z
dc.date.accessioned2017-12-12T21:36:04Z
dc.date.available2017-08-31T14:43:08Z
dc.date.available2017-12-12T21:36:04Z
dc.date.created2017-08-31T14:43:08Z
dc.date.created2017-12-12T21:36:04Z
dc.date.issued2016
dc.identifierTO-19292
dc.identifierhttp://hdl.handle.net/20.500.12209/376
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierinstname:Universidad Pedagógica Nacional
dc.identifierreponame: Repositorio Institucional UPN
dc.identifierrepourl: http://repositorio.pedagogica.edu.co/
dc.description.abstractTesis de maestría en tecnologías de la información aplicadas a la educación, a través de la cual se examina el efecto que produce la implementación de un andamiaje metacognitivo, dispuesto en un ambiente computacional b-learning, en el mejoramiento del logro de aprendizaje y en el desarrollo de las habilidades metacognitivas de los estudiantes; teniendo en cuenta que existen diferencias individuales que dependen del estilo cognitivo en su dimensión dependencia/independencia de campo (DIC). La investigación se llevó a cabo en el Colegio Distrital Delia Zapata Olivella de Bogotá, en la cual participaron 182 estudiantes. La experiencia consistió en estudiar dos unidades de aprendizaje en la asignatura de Física; cada una con los siguientes temas básicos: Energía (Trabajo, potencia y energía) y Mecánica de fluidos (Hidrostática e hidrodinámica); y se desarrolló bajo tres condiciones contrastadas en un ambiente b-learning: 1) presencia en el software de un andamiaje metacognitivo, 2) efecto diferencial que ejerce un andamiaje metacognitivo, sobre el desarrollo de las habilidades metacognitivas de estudiantes con diferentes estilos de aprendizaje en la dimensión DIC, 3) impacto causado por el uso de andamiajes metacognitivos sobre el logro de aprendizaje en estudiantes expuestos a ambientes b-learning
dc.languagespa
dc.publisherUniversidad Pedagógica Nacional
dc.publisherMaestría en Tecnologías de la Información Aplicadas a la Educación
dc.publisherFacultad de Ciencia y Tecnología
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dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsAcceso abierto
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacional
dc.sourceinstname:Universidad Pedagógica Nacional
dc.subjectAndamiaje
dc.subjectMetacognición
dc.subjectInnovaciones educativas
dc.subjectEstilos cognitivos
dc.subjectAmbiente Virtual de Aprendizaje (AVA)
dc.subjectMetacognición
dc.subjectAmbientes computacionales
dc.subjectAmbientes B-learning
dc.subjectEstilos cognitivos
dc.titleValidación de un andamiaje metacognitivo para favorecer el logro de aprendizaje en estudiantes con diferente estilo cognitivo en la dimensión dependientes e independientes de campo cuando interactúan en un ambiente b-learning.
dc.typeinfo:eu-repo/semantics/bachelorThesis


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