Descripción

The paper presents a reflection on teacher metacognitive reasoning, as an exercise in their duty to be, derived from a study under the action research design, aimed at improving pedagogical practice in science teaching, with the main purpose of consolidating formative evaluation as the articulating axis between the improvement of pedagogical practices in the subject of Physics and the development of analysis and problem-solving skills in Natural Sciences (physical environment) in secondary education students of the Fusca Educational Institution, El Cerro headquarters, Chía municipality, Cundinamarca. An analytical development of the main conclusions is presented regarding the components of the teacher’s professional knowledge, formative evaluation, and visible thinking, as tools that provide elements to enrich their work in the classroom and aim at the continuous improvement of science teaching, in accordance with the requirements of the Colombian government. Finally, the importance of teacher meta-reflection is highlighted, as a constant exercise to identify strengths and weaknesses, which allows decisions to be made about the curricular development of their subject.