Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Huertas Bustos, AdrianaGómez Oviedo, Mónica2023-07-252023-07-252015-12-13http://repositorio.uan.edu.co/handle/123456789/8284In this thesis, the development of self-regulatory capacity in a computer-based learning environment is studied during information consultation, which are carried out by cycle 3 education students and from interaction with a hypermedia environment, on topics of the natural sciences curriculum. To carry out this study, a strategy based on four elements of self-regulation was designed: planning, analysis, interpretation and evaluation. The research involved 26 students who were randomly distributed into two groups, a control group and an experimental group, and who were part of a private educational institution called the ¨del Bosque Bilingüe¨ school, which is located in the town of Suba, in the city of Bogotá.En la presente tesis, se estudia el desarrollo de la capacidad autorreguladora en un ambiente de aprendizaje basado en computador durante la consulta de información, que son realizados por estudiantes de educación del ciclo 3 y a partir de la interacción con un ambiente hipermedial, sobre temáticas del currículo de ciencias naturales. Para realizar este estudio se diseñó una estrategia basada en cuatro elementos de la autorregulación: la planeación, el análisis, la interpretación y la evaluación. En la investigación participaron 26 estudiantes los cuales se distribuyeron en dos grupos de forma aleatoria, un grupo control y otro experimental y los cuales hacían parte de una institución educativa de carácter privado llamado colegio ¨del bosque bilingüe¨ el cual se encuentra ubicado en la localidad de suba, de la ciudad de Bogotá.spaAcceso abiertoEducación370Tesis y disertaciones (Maestría y/o Doctorado)educationinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Azevedo, R. (2005). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), 193-197.Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287.Butler, D., & Winne, P. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281.Gunstone, R. (1999). Content knowledge, reflection, and their intertwining: A response to the paper set. Science Education, 83(3), 393-396.Hederich, C., & López O. (2010). Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia. Revista Colombiana de Educación, (58), 14-39.Huffman, D. (1997). Effect of explicit problem solving instruction on high school students' problem‐solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34(6), 551-570.Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155-179.Li, D., & Lim, C. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers & Education, 50(4), 1394-1410.López, O. (2010). Aprendizaje autorregulado, estilo cognitivo y logro académico en ambientes computacionales (Doctoral dissertation, Tesis doctoral inédita. Bogotá, Colombia: Universidad Pedagógica Nacional).Moos, D., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior, 24(4), 1686-1706.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/