Construcción de microcomunidades de conocimiento dentro de los procesos de meta-cognición para apoyo de estudiantes rezagados

Eduardo Andrés Gerlein, Jairo Alberto Hurtado, Juan Manuel Cruz Bohórquez, Luis Roberto Rivera

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

One of the most recurring concerns among teachers is to be able to achieve meaningful learning in all the students regardless their particular learning approaches. In every group of students always appear those outstanding characters who are able to pick new concepts and topics in a relatively easy way, and demonstrate to be capable of applying those new ideas to solve problems and proposed situations in the classroom. As opposed to them and simultaneously, there are some lagging students who obtain deficient results in tests and evaluations from the beginning, and also present a noticeable incremental delay as long as the course advances, which in turn will derive in a failed final result. Most of these so called lagged students also present characteristics similar to outstanding students such as a high level of motivation and strong will to review the course topics and to study outside the classroom, nevertheless their evaluations showpoor results. In some cases, personal mentoring outside the classroom might benefitthose students that appear to be left behind. However, the work load for the teacher can be prohibitive as long as the courses get larger and the number of courses taught increments. This paper discusses a classroom methodology based on the construction of knowledge micro-communities and collaborative learning, which allow the teacher to identify those critical cases of lagged students at early stages in the academic period, even before the first evaluation occurs. The discussed methodology allows the teacher to help those students without delaying the course curricula while at the same time potentiate the individual learning approaches. The methodology gives more personal attention to those who require more time and novel ways to explain the new topics without leaving out the exceptional students. Finally, the methodology encourage a collective building of knowledge, allowing that the meta-cognition processes present in those above average students to be understood and in most cases inherited by less advanced pupils. This paper discusses the results over midterm evaluations using the methodology and an analysis of surveys proposed to students at the end of the course.
Original languageSpanish
Title of host publicationMemorias del Encuentro Internacional de Educación en Ingeniería
Subtitle of host publicationEIEI ACOFI 2018
Number of pages12
Volume1
StatePublished - 01 Jun 2017

Keywords

  • knowledge micro-communities
  • meaningful learning
  • collaborative learning

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