Interacción conceptual entre el pensamiento crítico y metacognición

Interacción conceptual entre el pensamiento crítico y metacognición

El texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibliográfica de artículos científicos. Con este fin se estudió el marco para el desarrollo de habilidades metacognitivas (HM) y el modelo integrado del pensamiento crítico. Los autores concluyen que el PC es un proceso metacognitivo que facilita al individuo la interpretación de la información cognitiva y que el adecuado desarrollo del PC requiere de HM

Guardado en:

Latinoamericana de Estudios Educativos

1900-9895

2500-5324

Bernal, María Elena

Gómez, Manuela

Iodice, Rosario

UNIVERSIDAD DE CALDAS

10.17151/rlee.2019.15.1.11

15

2018-12-26

193

217

Colombia

pensamiento crítico

metacognición

interacción conceptual

http://purl.org/coar/access_right/c_abf2

info:eu-repo/semantics/openAccess

Revista Latinoamericana de Estudios Educativos - 2018

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record_format ojs
spelling Interacción conceptual entre el pensamiento crítico y metacognición
Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304
Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478
Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818
Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4
Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189.
Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624
Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016
Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York.
Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6
Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762
Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4
Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937
Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830
Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2
Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906
Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968
Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23.
Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7
Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales.
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Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis.
Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170.
Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales.
Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46.
Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72
Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196).
Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416
Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2
Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8
Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3
Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1.
English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27).
Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920
El texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibliográfica de artículos científicos. Con este fin se estudió el marco para el desarrollo de habilidades metacognitivas (HM) y el modelo integrado del pensamiento crítico. Los autores concluyen que el PC es un proceso metacognitivo que facilita al individuo la interpretación de la información cognitiva y que el adecuado desarrollo del PC requiere de HM
Bernal, María Elena
Gómez, Manuela
Iodice, Rosario
pensamiento crítico
metacognición
interacción conceptual
15
1
Núm. 1 , Año 2019 : Enero - Junio
Artículo de revista
application/pdf
Latinoamericana de Estudios Educativos
Universidad de Caldas
Publication
Albano, G., Capuano, N., and Pierri, A. (2017). Adaptive peer grading and formative assessment. Journal of E-Learning and Knowledge Society, 13 (1), 147-161.
Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002
Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004
Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7
Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007
Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006
Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001
Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318
Abigail, M., Perkins, C., and Texas, A. (2016). An Earthquake Engineering Education Research Methodology for Game- Based Learning an Earthquake Engineering Education Research Methodology for Game-Based Learning. In ASEE Annual Conference and Exposition, Conference Proceedings.
https://creativecommons.org/licenses/by-nc-sa/4.0/
Español
Revista Latinoamericana de Estudios Educativos - 2018
Conceptual interaction between critical thinking and metacognition
The text presents a scheme of critical thinking (CT) and metacognition (MC). It starts by sketching concepts of these two aspects and the lack of clarity that exists when developing them. The purpose of this document is to contribute to clarify the conceptual interaction of CT and MC through a bibliographic review of scientific articles. To this end, the framework for the development of metacognitive skills (MS) and the integrated model of critical thinking were studied. The authors concluded that CT is a metacognitive process that facilitates the individual's interpretation of cognitive information and that the adequate development of CT requires MS
conceptual interaction
metacognition
critical thinking
Journal article
2018-12-26T00:00:00Z
2500-5324
1900-9895
2018-12-26
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/3920/3631
2018-12-26T00:00:00Z
10.17151/rlee.2019.15.1.11
217
193
https://doi.org/10.17151/rlee.2019.15.1.11
institution UNIVERSIDAD DE CALDAS
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png
country_str Colombia
collection Latinoamericana de Estudios Educativos
title Interacción conceptual entre el pensamiento crítico y metacognición
spellingShingle Interacción conceptual entre el pensamiento crítico y metacognición
Bernal, María Elena
Gómez, Manuela
Iodice, Rosario
pensamiento crítico
metacognición
interacción conceptual
conceptual interaction
metacognition
critical thinking
title_short Interacción conceptual entre el pensamiento crítico y metacognición
title_full Interacción conceptual entre el pensamiento crítico y metacognición
title_fullStr Interacción conceptual entre el pensamiento crítico y metacognición
title_full_unstemmed Interacción conceptual entre el pensamiento crítico y metacognición
title_sort interacción conceptual entre el pensamiento crítico y metacognición
title_eng Conceptual interaction between critical thinking and metacognition
description El texto expone un esquema del pensamiento crítico (PC) y metacognición (MC); inicia esbozando conceptos de estos dos aspectos y la poca claridad que existe al desarrollarlos. El objetivo del documento es contribuir a clarificar la interacción conceptual del PC y la MC a través de una revisión bibliográfica de artículos científicos. Con este fin se estudió el marco para el desarrollo de habilidades metacognitivas (HM) y el modelo integrado del pensamiento crítico. Los autores concluyen que el PC es un proceso metacognitivo que facilita al individuo la interpretación de la información cognitiva y que el adecuado desarrollo del PC requiere de HM
description_eng The text presents a scheme of critical thinking (CT) and metacognition (MC). It starts by sketching concepts of these two aspects and the lack of clarity that exists when developing them. The purpose of this document is to contribute to clarify the conceptual interaction of CT and MC through a bibliographic review of scientific articles. To this end, the framework for the development of metacognitive skills (MS) and the integrated model of critical thinking were studied. The authors concluded that CT is a metacognitive process that facilitates the individual's interpretation of cognitive information and that the adequate development of CT requires MS
author Bernal, María Elena
Gómez, Manuela
Iodice, Rosario
author_facet Bernal, María Elena
Gómez, Manuela
Iodice, Rosario
topicspa_str_mv pensamiento crítico
metacognición
interacción conceptual
topic pensamiento crítico
metacognición
interacción conceptual
conceptual interaction
metacognition
critical thinking
topic_facet pensamiento crítico
metacognición
interacción conceptual
conceptual interaction
metacognition
critical thinking
citationvolume 15
citationissue 1
citationedition Núm. 1 , Año 2019 : Enero - Junio
publisher Universidad de Caldas
ispartofjournal Latinoamericana de Estudios Educativos
source https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
Revista Latinoamericana de Estudios Educativos - 2018
references Kuhn, D., and Dean, D. (2004). Metacognition: A Bridge Between. Theory into Practice, 43 (4), 268-274. Retrieved from http://doi.org/10.1207/s15430421tip4304
Medina, M.S., Castleberry, A.N., and Persky, A.M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81 (4). Retrieved from Retrieved from http://doi.org/10.5688/ajpe81478
Maynes, H. (2017). Steering into the Skid: on the Norms of Critical Thinking. Informal Logic, 37 (2), 114-128. Retrieved from http://doi.org/http://dx.doi.org/10.22329/il.v37i2.4818
Malafaia, C., Teixeira, P.M., Neves, T., and Menezes, I. (2016). Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School. Frontiers in Psychology, 7 (April), 1-11. Retrieved from http://doi.org/10.3389/fpsyg.2016.00575
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5 (2), 137-156. Retrieved from http://doi.org/10.1007/s11409-010-9054-4
Lozano, A. (2016). Metacognición y pensamiento crítico en estudiantes de Lenguas, Literatura y Comunicación de la Universidad Nacional del Centro del Perú. Horizonte de La Ciencia, 6 (11), 179-189.
Lawson, T., Jordan-Fleming, M., and Bodle, J. (2015). Measuring Psychological Critical Thinking: An Update. Teaching of Psychology, 42 (3), 248-253. Retrieved from http://doi.org/10.1177/0098628315587624
Laur, J. (2015). Metacognitive Education: Going beyond Critical Thinking. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 373-390). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
Kuhn, D. (1999). A Developmental Model of Critical Thinking. Educational Researcher, 28 (2), 16-46. Retrieved from http://doi.org/10.3102/0013189X028002016
Moore, T. (2015). Knowledge, disciplinarity and the teaching of critical thinking. In R. Wegerif, L.L. Kaufman, & J.C. Kaufman (Eds.), The Routledge International Handbook of Research on Teaching Thinking (pp. 243-253). New York.
Ku, K., and Ho, I. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, (5), 251-267. Retrieved from http://doi.org/10.1007/s11409-010-9060-6
Kruglanski, A.W., and Gigerenzer, G. (2011). Intuitive and Deliberate Judgments Are Based on Common Principles. Theoretical Note, 118 (1), 97-109. Retrieved from http://doi.org/10.1037/a0020762
Johnson, R.H., and Hamby, B. (2015). A Meta-Level Approach to the Problem of Defining “Critical Thinking.” Argumentation, 29 (4), 417-430. Retrieved from http://doi.org/10.1007/s10503-015-9356-4
Huang, G.C., Lindell, D., Jaffe, L.E., and Sullivan, A.M. (2016). critical thinking A multi-site study of strategies to teach critical thinking: “why do you think that?” Medical Education, 50 (2), 236-249. Retrieved from http://doi.org/10.1111/medu.12937
Howe, L., and Wig, A. Van. (2017). Metacognition via creative writing: dynamic theories of learning support habits of the mind in 21st century classrooms. Journal of Poetry Therapy, 30 (3), 139-152. Retrieved from http://doi.org/10.1080/08893675.2017.1328830
Hogan, M., Dwyer, C., Harney, O., Noone, C., and Conway, R. (2015). Metacognitive Skill Development and Applied Systems Science: A Framework of Metacognitive Skills, Self-regulatory Functions and Real-World Applications. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Artit (pp. 75-105). Méxio: Springer Cham Heidelberg New York Dordrecht London. http://doi.org/10.1007/978-3-319-11062-2
Gholami, M., Kordestani, P., and Mohammadipoor, F. (2016). Nurse Education Today Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21. Recuperado de http://doi.org/10.1016/j.nedt.2016.06.007
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34 (10), 906-911. Retrieved from http://doi.org/10.1037/0003-066x.34.10.906
Mercier, H., and Sperber, D. (2011). Why do humans reason? Arguments for an argumentative theory. Behavioral and Brain Sciences, 34, 57-111. https://doi.org/10.1017/S0140525X10000968
Morales, L.C. (2014). El pensamiento crítico en la teoría educativa contemporánea. Actualidades Investigativas en Educación, 14 (2), 1-23.
Ennis, R. (2015). Critical thinking: a streamlined conception. In M. Daves & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 31-48). New York: Palgrave Macmillan. http://doi.org/10.1007/978-1-137-37805-7
Tirapu-Ustárroz, J. y Luna-Lario, P. (2011). Neuropsicología de las funciones ejecutivas. In Manual de Neuropsicología (pp. 219-260). Barcelona: Viguera Editoriales.
Veenman, M. (2015). Thinking about metacognition improves thinking. In The Routledge international handbook of research on teaching thinking (Primer edi, pp. 280-288). Taylor & Francis.
Thagard, P. (2011). Critical Thinking and Informal Logic: Neuropsychological Perspectives. Informal Logic, 31 (3), 152–170.
Noreña, D. y Maestú, F. (2011). Neuropsicología de la memoria. In Manual de Neuropsicología (pp. 189-218). Barcelona: Viguera Editoriales.
Tamayo, O. (2014). Pensamiento crítico dominio-específico en la didáctica de las ciencias. Ted, (36), 25-46.
Schraw, G., Olafson, L., Weibel, M., and Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education (vol 40, pp. 57-77). Springer Dordrecht Heidelberg London New York. Retrieved from http://doi.org/10.1007/978-94-007-2132-6
Saiz, C. (2002). Enseñar o aprender a pensar. Escritos de Psicología, 6, 53–72
Rhee, C., and Sternberg, R. (2015). Learning Critical Thinking. In Handbook on learning and instruction (pp. 166-196).
Repo, S., and Hyytinen, H. (2017). Prior education of Open University students contributes to their capability of critical thinking. Journal of Adult and Continuing Education, 23 (1), 61-77. Retrieved from http://doi.org/10.1177/1477971417693416
Peña-Ayala, A., and Cárdenas, L. (2015). A Conceptual Model of the Metacognitive Activity. In A. Peña - Ayala (Ed.), Metacognition: Fundaments, Applications, and Trends A Profile of the Current State-Of-The-Art (vol 76., pp. 39-74). Springer Cham Heidelberg New York Dordrecht London. Retrieved from http://doi.org/10.1007/978-3-319-11062-2
Parrott, J., and Rubinstein, M. (2015). Metacognition and evidence analysis instruction: an educational framework and practical experience. Systematic Reviews, (4), 1-8. http://doi.org/10.1186/s13643-015-0101-8
Oliver, M., Venville, G., and Oliver, M. (2016). Bringing CASE in from the Cold: The Teaching and Learning of Thinking. Research in Science Education, 47 (1), 49-66. http://doi.org/10.1007/s11165-015-9489-3
Facione, P. (2013). Critical Thinking: What It Is and Why It Counts, California, Estados Unidos de America: Insight Assessment. ISBN 13: 978-1-891557-07-1.
English, A. (2017). Metacognition and errors in judgment related. In Foundations of Homeland Security: Law and Policy (pp. 15-27).
Ellerton, P. (2015). Metacognition and Critical Thinking: Some Pedagogical Imperatives. In M. Davies & R. Barnett (Eds.), The palgrave handbook of critical thinking in higher education (pp. 409-425). New York: Palgrave Macmillan. Retrieved from http://doi.org/10.1007/978-1-137-37805-7
Albano, G., Capuano, N., and Pierri, A. (2017). Adaptive peer grading and formative assessment. Journal of E-Learning and Knowledge Society, 13 (1), 147-161.
Dwyer, C., Hogan, M., and Stewart, I. (2015). The effects of argument mapping-infused critical thinking instruction on reflective judgement performance. Thinking Skills and Creativity, 16, 11-26. Retrieved from http://doi.org/10.1016/j.tsc.2014.12.002
Dwyer, C., Hogan, M., and Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. Retrieved from http://doi.org/10.1016/j.tsc.2013.12.004
Brown, W.J. (2016). State-of-the-Art and Future Directions of Smart Learning, 1–12. Retrieved from http://doi.org/10.1007/978-981-287-868-7
Broadbent, J., and Poon, W. (2015). Internet and Higher Education Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. Retrieved from http://doi.org/10.1016/j.iheduc.2015.04.007
Bensley, D., Rainey, C., Murtagh, M., Flinn, J., Maschiocchi, C., Bernhardt, P.C., and Kuehne, S. (2016). Closing the assessment loop on critical thinking: The challenges of multidimensional testing and low test-taking motivation. Thinking Skills and Creativity, 21, 158-168. Recuperado de http://doi.org/10.1016/j.tsc.2016.06.006
Bensley, D., and Spero, R. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. http://doi.org/10.1016/j.tsc.2014.02.001
Bassett, M. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19 (1), 20-40. Recuperado de http://doi.org/10.1111/teth.12318
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date_available 2018-12-26T00:00:00Z
url https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3920
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citationstartpage 193
citationendpage 217
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