<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722017000300049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones entre formación disciplinar, concepciones sobre el aprendizaje y uso de estrategias metacognitivas en estudiantes universitarios de profesorado]]></article-title>
<article-title xml:lang="pt"><![CDATA[Relações entre formação disciplinar, concepções sobre a aprendizagem e uso de estratégias metacognitivas em estudantes universitários de profesorado]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationships between disciplinary training, conceptions about learning and the use of metacognitive strategies in university educational sciences students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[María-Basilisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilanova]]></surname>
<given-names><![CDATA[Silvia-Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Señoriño]]></surname>
<given-names><![CDATA[Orlanda-Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medel]]></surname>
<given-names><![CDATA[Gisele-Anahí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Natal]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Facultad de Ciencias Exactas y Naturales Departamento de Educación Científica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Departamento de Educación científica Facultad de Ciencias Exactas y Naturales]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Facultad de Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Facultad de Ciencias Agrarias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional de Mar del Plata Facultad de Ciencias Exactas y Naturales Departamento de Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>23</numero>
<fpage>49</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722017000300049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Detrás de las acciones y estrategias de las personas para aprender o enseñar, existe un cuerpo teórico no explícito, que se configura a partir de un conjunto de supuestos coherentes o incoherentes entre sí, en función de la relación que exista entre lo que el sujeto dice y lo que hace. Estas representaciones implícitas surgen no sólo de la educación formal recibida, sino de la propia historia educativa de cada sujeto y, en el caso de los docentes, orientan de un modo u otro su práctica, tal como lo indican numerosas investigaciones sobre el tema. En este trabajo se analizan las concepciones sobre el aprendizaje y la utilización de estrategias metacognitivas de dos grupos de estudiantes universitarios de profesorado, provenientes de distintas áreas disciplinares: ciencias humanas y ciencias exactas. Los resultados muestran dependencia de las concepciones de aprendizaje con respecto al dominio de formación disciplinar, situación que se da sólo parcialmente en el caso de la utilización de estrategias metacognitivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Por detrás das ações e estratégias das pessoas para aprender ou ensinar, existe um corpo teórico não explícito, que se configura a partir de um conjunto de supostos coerentes ou incoerentes entre si, em função da relação que exista entre o que o sujeito diz e o que faz. Estas representações implícitas surgem não só da educação formal recebida, senão da própria história educativa de cada sujeito e, no caso dos docentes, orientam de um ou outro modo sua prática, tal como indicam numerosas investigações sobre o tema. Neste trabalho se analisam as concepções sobre a aprendizagem e a utilização de estratégias metacognitivas de dois grupos de estudantes universitários de professorado, provenientes de diferentes áreas disciplinares: ciências humanas e ciências exatas. Os resultados mostram dependência das concepções de aprendizagem com respeito ao domínio de formação disciplinar, situação que se dá parcialmente no caso da utilização de estratégias metacognitivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Behind the actions and strategies that people punt into practice to learn or teach there is usually a theoretical body that is scarcely explicit and that is built up starting form a set of coherent or incoherent assumptions according to the relationship that exists between what the subject says and what he/she actually does. This implied representations emerge not only from the formal education that people receive, but also from every subject&#8217;s own educational trajectory and, in the case of teacher, they guide in some way their practice, as it has been shown in many researches about this matter. In this article the author analyzes the ideas about learning and the use of metacognitive strategies by two teams of university students enrolled in an educational sciences degree who come from different disciplinary areas of the human and social sciences. The results show that the conceptions about learning depend strongly on the disciplinary field in which students have been trained, although for what regards the use of metacognitive strategies this disciplinary dependence is only partial.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[ciencias humanas]]></kwd>
<kwd lng="es"><![CDATA[ciencias sociales]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Argentina]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[ciências humanas]]></kwd>
<kwd lng="pt"><![CDATA[ciências sociais]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
<kwd lng="pt"><![CDATA[Argentina]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[human sciences]]></kwd>
<kwd lng="en"><![CDATA[social sciences]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[Argentina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Wellman]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Annual Review of Psychology]]></source>
<year>1992</year>
<volume>43</volume>
<page-range>337-75</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
