Metacognitive workshops in the systematization of learning sessions in communication students at the Instituto de Educación Superior Pedagógico Público de Arequipa.

• Autor: Norca Miriam Delgado Pizarro Aragón
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Universidad Católica de Santa María
• Repositorio: Revistas - Universidad Católica de Santa María
• Lenguaje: español
• OAI Identifier: oai:ojs.revistas.ucsm.edu.pe:article/275
• Enlace del recurso: https://revistas.ucsm.edu.pe/ojs/index.php/veritas/article/view/275
• Nivel de acceso: acceso abierto
• Materia: Talleres; metacognición; sistematización sesiones aprendizaje

The research has as a statement “Metacognitive workshops in the systematization of learning sessions in students of the X cycle of the Communication Specialty of the Higher Public Pedagogical Institute” Arequipa “Cayma-2017”. The research presents three clear and precise objectives of the goals to be achieved. The first designed to identify the level of systematization of learning sessions in students of the Communication specialty, before participating in metacognitive workshops. The second involves specifying the level of systematization of learning sessions in students of the Communication specialty, after participating in metacognitive workshops and the third objective, determining the influence of metacognitive workshops on the levels of systematization of student learning sessions of the specialty of Communication. It is highlighted that the proposed objectives are articulated with the study design to achieve the proposed objectives, an entry and exit test was constructed for the dependent variable, typified as an interview card. Then, based on the results, 16 metacognitive workshops were held. Immediately the exit test was applied, consecutively the information was recorded in a database, performing the statistical calculations. Immediately, the systematized results were recorded in six tables based on four indicators; delimit the object of systematization, reconstruction of the experience from the object, analysis of the experience and final report. The results obtained are evidenced in the hypothesis testing, affirming the significant influence between the entrance and exit tests in the systematization of learning sessions in students of the Communication Specialty. The research work ends with the conclusions and style suggestions, the appropriate bibliography and annex index are attached.