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vol.34 número49-50El discurso psicótico: una visión multidisciplinaria desde la lingüística y la psiquiatríaLas representaciones afectivas durante el procesamiento de noticias: Estudio experimental índice de autoresíndice de materiabúsqueda de artículos
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Revista signos

versión On-line ISSN 0718-0934

Resumen

PERONARD, Marianne; CRESPO, Nina  y  GUERRERO, Inés. El conocimiento metacomprensivo en escolares chilenos de Educación Básica. Rev. signos [online]. 2001, vol.34, n.49-50, pp.149-164. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342001004900011.

The aspect of metacognition described by Flavell and his collaborators as metacognitive knowledge is the object of this paper. Specific attention was given to the comprehension of written texts, i.e. metacomprehension. The main objective was to measure the effect that two years´ difference, associated with the corresponding schooling levels, could have on metacognitive knowledge in relation with comprehension, planning, evaluation and remedial strategies and (with reference to the prerrequisites of conditional knowledge) knowledge about the task and the text. To obtain quantitative information, we constructed a multiple choice questionnaire ­49 questions, with six alternatives each­ graded according to how close they were to expert knowledge. This self-assessment instrument was applied to 1194 subjects in 6th and 8th grade, in nine different schools, grouped into three categories (municipal, subsidized and private), reflecting the socio-cultural level of the students´ families. The Cronbach alpha indicator gave acceptable results on the reliability of the instrument as a whole, both for 6th and 8th grade. A variance analysis showed significant differences related with the grade, gender and dependence variables, taken separately. Deeper analysis of the interaction between these three variables opens interesting new fields for research, some of which are already under way.

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