Metacognitive strategies to promote the role of the Social Studies teacher in Upper Basic Education.
DOI:
https://doi.org/10.70577/asce.v5i2.936Keywords:
teacher metacognition; meaningful learning; Social Studies; Upper Basic Education; self-regulated learning.Abstract
This article analyzes the relationship between metacognitive strategies employed by Social Studies teachers and the development of meaningful learning in Upper Basic Education (UBE) students. The study was conducted at Escuela de Educación Básica Presidente Alfaro in Salinas, Santa Elena Province, Ecuador, with 87 students from 8th, 9th, and 10th grade as a census sample. Three instruments were used: the Social Studies Meaningful Learning Questionnaire (CASES), the Social Studies Metacognitive Strategies Inventory (IEMES), and the Social Studies Teaching Practice Observation Form (FOPDES). The research design was quantitative, non-experimental, and cross-sectional with a descriptive-correlational scope. Analysis included descriptive statistics, Pearson correlation, and multiple linear regression. Results show positive and statistically significant correlations between all three metacognitive dimensions planning, monitoring, and evaluation and meaningful learning levels. The monitoring dimension carries the highest predictive weight (β = .38, p < .001), and all three dimensions together account for approximately 55% of the variance in meaningful learning (R² = .547). Classroom observation revealed that teachers show stronger development in curricular contextualization than in systematic metacognitive strategy implementation, pointing to a gap between pedagogical intent and deliberate instructional practice. The findings provide empirical evidence to guide the strengthening of the metacognitive role of Social Studies teachers, and that strengthening requires specific training and institutional conditions that sustain deliberate pedagogical reflection.
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