Metacognitive regulation and written composition: their relation to quality of education in basic primary education

Authors

  • Rubén Darío Hurtado Vergara University of Antioquia

DOI:

https://doi.org/10.17533/udea.unipluri.16972

Keywords:

metacognition, essay writing, scheduled confrontation, cognitive models

Abstract

This article summarizes the results of a research project conducted in a public school in the city of Medellìn, Colombia, with a group of children from fifth grade of elementary school, in order to test a set of teaching strategies to promot metacognitive regulation in writing processes. We know today that the greater the degree of awareness on learning processes the better their quality. This study is inspired primarily on the inputs from text linguistics, pragmatics, and cognitive psychology, and specifically on their reflections related to text, context, textual legibility conditions, and the cognitive processes involved in writing, among others.

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Author Biography

Rubén Darío Hurtado Vergara, University of Antioquia

Professor at the Faculty of Education of the University of Antioquia and member of the group Quality of Education and the Institutional Educational Project (PEI).

References

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Hurtado Vergara, Rubén Darío, RESTREPO CALDERON, Luz Adriana y HERRERA CANO, Oliva (2005). Escritura reflexiva: una propuesta didáctica para la básica primaria. Medellín: Universidad de Antioquia, Facultad de Educación.

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Published

2013-10-16

How to Cite

Hurtado Vergara, R. D. (2013). Metacognitive regulation and written composition: their relation to quality of education in basic primary education. Uni-Pluriversidad, 13(2), 35–43. https://doi.org/10.17533/udea.unipluri.16972

Issue

Vol. 13 No. 2 (2013)

Section

RESEARCH REPORTS AND UNPUBLISHED ESSAYS

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