Development of Cognitive and Metacognitive Competencies in Ecuadorian University Physics Education
Desarrollo de competencias cognitivas y metacognitivas en la enseñanza de la Física universitaria ecuatorianaArticle Sidebar
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Introduction: Learning university-level Physics requires cognitive processes that extend beyond memorization. Objective: To analyze the development of cognitive and metacognitive competencies in Physics instruction among first-year Agricultural Engineering students at the Universidad Estatal Amazónica in Ecuador. Method: The study adopted a quantitative, non-experimental, correlational design in which 132 students completed a questionnaire. Results: The findings indicated a moderate development of cognitive competencies, with a mean score of 3.48 points and a predominance of the almost always level in both dimensions (43.18% and 46.97%). In addition, a positive, moderate, and statistically significant correlation was found between both competencies (Rho = 0.617; p = 0.000), with 38.1% shared variance. Conclusion: Both competencies exhibited a moderate level of development, with weaknesses in evaluation and transfer; therefore, their instruction requires the teaching of self-regulatory strategies.
Introducción: El aprendizaje de la Física universitaria exige procesos de pensamiento que trasciendan la memorización. Objetivo: Analizar el desarrollo de las competencias cognitivas y metacognitivas en la enseñanza de la Física en estudiantes de primer año de Ingeniería Agropecuaria de la Universidad Estatal Amazónica de Ecuador. Método: El estudio adoptó un enfoque cuantitativo, no experimental y correlacional, donde 132 estudiantes contestaron un cuestionario. Resultados: Los hallazgos indicaron un desarrollo moderado de las competencias cognitivas, con una media de 3.48 puntos y un predominio del nivel casi siempre en ambas dimensiones (43.18 % y 46.97 %). Además, se encontró una correlación positiva, moderada y significativa entre ambas competencias (Rho = 0,617; p = 0,000), con un 38.1 % de varianza compartida. Conclusión: Ambas competencias alcanzaron un desarrollo moderado, con debilidades en la evaluación y la transferencia, donde su enseñanza requiere instrucción de estrategias autorregulatorias.
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