Didactic engineering as a strategy for the development of metacognition

Abstract

This article analyzes the articulation between metacognition and Didactic Engineering as a strategy for the development of pedagogical practices in Science Education. Grounded in references from Cognitive Psychology and Mathematics Education, the study characterizes metacognition as the ability to plan, monitor, and self-regulate one’s own learning processes, highlighting its relationship with self-regulated learning. In parallel, Didactic Engineering is presented as a research and intervention methodology structured in stages that enables the systematic and reflective organization, implementation, and evaluation of didactic situations. This theoretical study discusses the convergences between these approaches, showing that their integration makes it possible to align students’ cognitive processes with the intentional organization of teaching. Such articulation favors the development of skills such as critical thinking, autonomy, problem-solving, and meaningful learning. In addition, the role of the teacher as a mediator is emphasized, being responsible for promoting learning situations that encourage reflection and self-regulation. It is concluded that the integration between metacognition and Didactic Engineering constitutes a promising framework for pedagogical innovation, contributing to the construction of investigative, reflective, and student-centered learning environments, especially in the context of Natural Sciences.