Estudio metacognitivo sobre la enseñanza del pensamiento científico mediante ABP

Abstract

The teaching of scientific thought in Mexican schools of Higher Secondary Education represents a particularly difficult challenge for teachers, due to the low interest generated by students and to the obsolete practices of the school curriculum. This article is the result of a qualitative research in which a project was worked whose purpose was the acquisition of scientific thinking and tools to carry out scientific research. Encouraging results were obtained thanks to the inclusion of metacognitive teaching elements that enabled the student's perception to understand basic concepts about research, science and project development. In the first part, the theoretical and methodological aspects on which the developed project is based are exposed; in the second, the results obtained with the collection instruments applied to the students' work are analyzed; Finally, the conclusions obtained are highlighted and criteria are established with which this study can be replicated under a ProjectBased Learning model.