Estrategias meta-cognitivas y concepciones sobre el aprendizaje en la formación inicial de profesores universitarios del área de ciencias exactas y naturales

Abstract

Aim: to characterize the conceptions about learning and the use of meta-cognitive strategies in preservice college teacher students. Method: a descriptive study with the participation of 37 students was conducted. To do this, instruments of data collection such as the Questionnaire of Learning Dilemmas (CDA; Vilanova, Garcia, & Señoriño, 2007) and the Metacognitive Strategies Self Registration Questionnaire by O'Neil and Abedi (1996) were used. Results: preliminary results of the first stage of a research in process seem to show some links between both variables. Conclusion: at the University level, traditional teaching and assessment practices are still current, focused on outcomes that activate superficial and mechanical strategies. There are still no constructive positions consolidated in future science teachers that allow to conceive their future students as active subjects who require to develop meta-cognitive strategies appropriate to a learning centered in the processes and not only in the results.