The role of pedagogical metacognition in the training of science teachers at the University of Costa Rica
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| 著者: | , , |
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| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | This research analyzes the application of theoretical lines focused on science education and social justice to develop critical awareness through pedagogical metacognition processes among pre-service teachers in the Natural Sciences Teaching program at the University of Costa Rica. The problem refers to the barriers in the incorporation of aspects of social justice in scientific education, as well as a pedagogical representation disconnected from the world, which results in a lack of interest on the part of students, especially those who, due to gender issues, cultural diversity or social stratum, perceive science as something alien to their reality.Therefore, an educational intervention was carried out from August 2021 to July 2022 with 17 pre-service teachers; the study is longitudinal and qualitative. Data was collected through questionnaires, review of teaching units, focus groups, and observations. Through the educational intervention, it was observed that exposure to the theories of transformative socioconstructivism, critical transculturalism, and the STEAM educational approach improved the understanding of complex sociocultural aspects, such as gender equity, cultural diversity, and the recognition of one's own positionalities as teachers. This promotes interdisciplinarity through contextualized scientific education that considers political, economic, social, and cultural aspects from a social justice perspective. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/62319 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/aie/article/view/62319 |
| キーワード: | pedagogical metacognition social justice contextualized science metacognición pedagógica justicia social ciencia contextualizada |