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dc.contributor.authorSáiz Manzanares, María Consuelo 
dc.contributor.authorQueiruga Dios, Miguel Ángel 
dc.contributor.authorGarcía Osorio, César 
dc.contributor.authorMontero García, Eduardo 
dc.contributor.authorRodríguez Medina, Jairo
dc.date.accessioned2021-12-09T14:14:17Z
dc.date.available2021-12-09T14:14:17Z
dc.date.issued2019-11
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10259/6265
dc.description.abstractRecent studies pointing to evaluation methods in natural environments suggest that their use in the analysis of metacognitive skills provides more precise information than the use of off-line evaluation methods. In this research, mixed methods are used over one academic year for the evaluation of the metacognitive skills that students of Secondary Education apply to solve physics problems. The objectives of this study are to analyze the use of metacognitive skills in natural environments and to study behavioral patterns of student learning through a longitudinal study. A total of 509 recordings of think-aloud protocols are analyzed through the categorization of the responses (liquefying) and the protocol of Van der Stel and Veenman for the analysis of the quality of metacognitive skills. Fewer conceptual errors and less uncertainty over vocabulary were noted during the academic year. Nevertheless, a degree of ambiguity persisted in the understanding of physics concepts. The metacognitive skills of Orientation and Planning were used more than any others. The technique of graph analysis is also applied, to establish the patterns of behavior of each student throughout the academic year. Different patterns were found, the analysis of which helped to identify academically challenged and at-risk students. The use of mixed observation techniques and graph analysis facilitated information on the pace of learning of each student. Future studies will be directed at proposals for the automation of these evaluation techniques in natural learning environments.en
dc.format.mimetypeapplication/pdf
dc.language.isoenges
dc.publisherFrontiers Mediaen
dc.relation.ispartofFrontiers in Psychology. 2019, V. 10, 2398en
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectMetacognitive skillsen
dc.subjectQualityen
dc.subjectOn-line evaluation methodsen
dc.subjectMixed methodsen
dc.subjectIndirect observationen
dc.subjectSystematic observationen
dc.subjectNatural environmentsen
dc.subjectPersonalized learningen
dc.subject.otherEnseñanza secundariaes
dc.subject.otherEducation, Secondaryen
dc.subject.otherPsicologíaes
dc.subject.otherPsychologyen
dc.titleObservation of Metacognitive Skills in Natural Environments: A Longitudinal Study With Mixed Methodsen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3389/fpsyg.2019.02398es
dc.identifier.doi10.3389/fpsyg.2019.02398
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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