Development of Metacognitive Skills through Digital Narratives in Higher Education

Yuliana Lavrysh; Mariya Leshchenko; Larysa Tymchuk

doi:10.24320/redie.2023.25.e07.5028

Autores

Yuliana Lavrysh National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” https://orcid.org/0000-0001-7713-120X
Mariya Leshchenko Jan Kochanowski University https://orcid.org/0000-0003-4121-565X
Larysa Tymchuk Universidad de Defensa Nacional Ivan Cherniakhovskyi, Ucrania https://orcid.org/0000-0003-4678-2362

DOI:

https://doi.org/10.24320/redie.2023.25.e07.5028

Palabras clave:

cognición, habilidades, narrativas digitales, autoevaluación

Resumen

Este artículo se centra en la facilitación de la metacognición a través de narrativas digitales. El objetivo del estudio fue explorar cómo la creación de narrativas digitales potencia la formación de habilidades metacognitivas y qué prácticas docentes promueven la conciencia del aprendizaje. El proceso de creación de narrativas digitales une la alfabetización, el lenguaje, las tecnologías y las estrategias metacognitivas de planificación, depuración, seguimiento y evaluación. Se utilizó un cuestionario de inventario de conciencia metacognitiva para evaluar el nivel de formación de habilidades metacognitivas y se recurrió al análisis de contenido y a estadísticas descriptivas para analizar entrevistas y discusiones. Participaron en el estudio estudiantes de ingeniería y pedagogía de tres universidades. Los resultados demuestran la mejora de la metacognición, siempre y cuando se apliquen prácticas docentes adecuadas y exista una colaboración educativa entre estudiantes y profesores. Se identificaron las prácticas más relevantes y se concluyó que las narrativas digitales pueden ser una estrategia eficiente para el desarrollo de habilidades metacognitivas, entre ellas el conocimiento sobre la cognición y la regulación de la cognición.

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