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Revista signos

versión On-line ISSN 0718-0934

Resumen

PERONARD, Marianne. Metacognition as a didactic tool . Rev. signos [online]. 2005, vol.38, n.57, pp.61-74. ISSN 0718-0934.  http://dx.doi.org/10.4067/S0718-09342005000100005.

This study presents some of the results obtained in an investigation (FONDECYT 1020791) which extends our previous studies on metacognitive knowledge. We believe that separating the teaching of metacognitive knowledge from reading and writing activities prevents students from improving their activities through the use of their metacognitive knowledge. So this time we prepared classroom materials and activities which combined both aspects (knowledge, activities and reflexion) simultaneously. This material was applied to ten class groups, all the students attending their 10th year of schooling (2º year of secondary studies) which formed the experimental group. We built four test (comprehension, writing, metacomprehension and metaproduction) which we applied to the students in the experimental group and also to 5 other classes, which formed the control group. After the application of the material, which lasted 4 month, we applied the post-tests which showed a considerable increase in metacognitive knowledge and comprehension skills in the experimental group, compared with the control group. In production, the result did not establish a clear difference between the experimental and control group, probably due to the factor the students in some classes had irregular attendances, thus diminishing the effect of intervention

Palabras clave : Metacognitive knowledge; metacomprehension; metaproduction; reading; writing.

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