Metacognitive strategies to strengthen critical thinking in upper elementary students in natural sciences

Abstract

This study proposes a methodological design to integrate metacognitive strategies and enhance critical thinking in upper elementary students within Natural Sciences. In an educational context favoring memorization, it emphasizes higher-order skills like metacognition and critical thinking, essential for meaningful learning. In Ecuador, including the Bolivarian Educational Unit, their application is limited due to scarce resources and teacher training. A qualitative approach revealed inconsistent implementation and lack of a clear framework. The proposal, based on Project-Based Learning (PBL) and Problem-Based Learning (PBL), aims to foster critical reflection and informed decision-making. Experts validated its effectiveness, highlighting metacognitive tools but noting the need to improve formative assessment and feedback. Conclusion: the methodology shows high potential, though adjustments are required to maximize outcomes.