Andamiaje Metacognitivo En Metodologías Activas: Un Modelo Integrador Para La Transferencia Del Aprendizaje

Chirinos R.A.G.; Fernández J.R.D.; Urea C.I.V.; Avendaño L.E.R.; García Y.I.H.; Escobedo J.D.F. · Journal of Intelligent Decision Making and Information Science (2026) · DOI: 10.59543/jidmis.v3.1043

Resumen

Active learning methodologies are now firmly established as an effective way to improve learning in higher education, yet the evidence shows that their effects on metacognition and, in particular, on the transfer of learning are heterogeneous and seldom spontaneous. This article proposes a conceptual model, named CAMT after its four Spanish-language components (contexto, andamiaje, metacognición, transferencia, that is, context, scaffolding, metacognition and transfer), that integrates four research streams usually treated in isolation: active methodologies as the enabling context, metacognitive scaffolding as the mechanism, metacognition and self-regulation as the process, and transfer of learning as the outcome. Following a theory synthesis design, the model reconciles these literatures around a central thesis: transfer is produced neither by the active context nor by scaffolding on their own, but by the contingent fading of metacognitive scaffolding, that is, the gradual handover of regulatory responsibility to the learner, provided that regulation is coupled to concrete strategies and practised across varied contexts. The model yields eight testable propositions, including an inverted U relationship between scaffolding persistence and transfer and a reinforcing loop between achieved transfer and metacognition. The work offers a framework that links the practice of active methodologies to the cognitive mechanisms that sustain durable learning, together with implications for instructional design and a research agenda.

Instituciones: Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas