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Language Revista electrónica de investigación y evaluación educativa, 2001, vol. 7, no 2
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- Development of traits related to self-esteem through metacognition in a Mexican university(2001) Carvallo Castillo, Raúl AugustoWe show the effect of the practice of metacognitive strategies for the change in affective-emotive factors. We present an empirical study on Mexican university students.
- Metacognitive approach to evaluation in teaching(2001) Barrero González, NarcisoThe aim of this study is to analyze the teaching evaluation from the metacognitive strategy. From this perspective, we study how it can allow self-monitoring and changing of the process. We must consider the evaluation not only as a product, if it is in this way, but that the teaching should be evaluated depending on the process. The metacognitive approach of evaluation could increase the ecological validity, because it seems to favor both constant feed-back from the teaching method according to personal context and the consideration of unforeseen objectives.
- Evaluation of the program ‘understanding and learning in the classroom’(2001) Repetto, E.; Beltrán, S. G.; Manzano, N.; Téllez, J.A.We present the program “understanding and learning in the classroom” centered on the improvement of reading comprehension strategies. We present also an evaluation of this program.
- Motivation and metacognition: more than an interrelation(2001) Ugartetxea, JosuThe aim of this article is to reflect on the possible relation between metacognition and motivation. Some aspects such as causality, locus of control or success expectancy can be conditioned by the metacognitive knowledge of students. We also establish a parallel between the development of metacognition and the characteristics of the kind of motivation in students. We incorporate this parallel with the learning styles that the students can apply in their studies.
- Teaching of thinking processes: methodology, metacognition and transference(2001) Martín Izard, Juan FranciscoWe analyze the importance of teaching with the correct methodology in thinking processes. We also present an empirical study which shows the importance of teachers’ familiarity with these methodologies of thinking processes.
