A Qualitative Exploration of How the Katanzama Indigenous People Experience Self-Regulated Learning and Metacognition
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Published
Jan 1, 2025
Main Article Content
Antonio Gutierrez de Blume
https://orcid.org/0000-0001-6809-1728
Diana Marcela Montoya Londoño Juan Pablo Henao Mejía
https://orcid.org/0009-0008-0141-9491
Karen Sofia Hurtado Vinasco
https://orcid.org/0000-0002-1614-7782
https://orcid.org/0000-0001-6809-1728
Diana Marcela Montoya Londoño Juan Pablo Henao Mejía
https://orcid.org/0009-0008-0141-9491
Karen Sofia Hurtado Vinasco
https://orcid.org/0000-0002-1614-7782
Abstract
Objective: Self-regulated learning (SRL) and metacognition are recognized as critical thinking processes essential for effective achievement, problem-solving, and critical thinking, among other aspects. While there is abundant research on these concepts for typical populations, particularly with white ethnic groups from regions such as the United States and Europe, these constructs have not been extensively investigated in other population groups or ethnic minorities. Therefore, the purpose of this study was to examine how these two phenomena are experienced by the Katanzama indigenous culture in Santa Marta, Colombia. Methodology: To achieve this, a structured interview protocol was developed with questions about how this indigenous group experiences SRL, metacognition, and the act of teaching. Results: Iterative thematic analyses revealed six themes emerging from the interview data: 1) Knowledge of context and cultural relevance in learning; 2) Regulation and adaptation in learning processes; 3) Diversification of teaching strategies; 4) Learning from mistakes; 5) Planning and organization of study; and 6) Self-criticism and pursuit of continuous improvement. Conclusions: The implications for research, theory, and practice are discussed.
How to Cite
Gutierrez de Blume, A., Montoya Londoño, D. M., Henao Mejía, J. P., & Hurtado Vinasco, K. S. (2025). A Qualitative Exploration of How the Katanzama Indigenous People Experience Self-Regulated Learning and Metacognition. ÁNFORA, 32(58), 171–199. https://doi.org/10.30854/anf.v32.n58.2025.1171
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Keywords
indigenous population, self-regulated learning, self-learning, metacognition, qualitative research
References
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Deloria, P. (2003). American Indians, American Studies, and the ASA. American Quarterly, 55(4), 669-680. https://doi.org/ 10.1353/aq.2003.0034
Flavell, J. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066x.34.10.906
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States.
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Kerfoot, C. (2005). Book Review: Crossing Over to Canaan: The Journey Of New Teachers in Diverse Classrooms. Education and Urban Society, 37(3), 356-360. https://doi.org/10.1177/0013124505274557
Kim, S., Shahaeian, A., & Proust, J. (2018). Developmental Diversity in Mindreading and Metacognition. In J. Proust & M. Fortier (Eds.), Metacognitive Diversity: An interdisciplinary Approach (pp. 97-133). Oxford University Press. https://doi.org/10.1093/oso/9780198789710.003.0006
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Lillard, A. (1998). Ethnopsychologies: Cultural variations in theories of mind. Psychological Bulletin, 123(1), 3–32. https://doi.org/10.1037/0033-2909.123.1.3
Mudau, A. V., & Tawanda, T. (2022). Pre-service science teachers’ views on the use of indigenous chemistry knowledge in chemistry metacognition. International e-Journal of Educational Studies, 6(12), 224-234. https://doi.org/10.31458/iejes.1189609
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Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
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Msimanga, A., & Shizha, E. (2014). Indigenous Knowledge and Science Education in South Africa: What Messages from Curriculum? In E. Shizha (Ed.), Remapping Africa in the Global Space: Propositions for Change (pp. 137-150).
Sense.
Nelson, T., Gerler, D., & Narens, L. (1984). Accuracy of Feeling-Of-Knowing Judgments for Predicting Perceptual Identification and Relearning. Journal of Experimental Psychology: General, 113(2), 282-300. https://doi.org/10.1037/0096-3445.113.2.282
Nelson, T, & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. In G. Bower (Ed.), The Psychology of Learning and Motivation (pp.125-173). Academic Press.
Nhouyvanisvong, A., & Reder, L. (1998). Rapid Feeling-Of-Knowing: A Strategy Selection Mechanism. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.), Metacognition: Cognitive and Social Dimensions (pp. 35-52). Sage Publications, Inc.
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Padmanabha, C. (2020). Metacognition: Conceptual Framework. Journal on Educational Psychology, 14(1), 1-11. https://doi.org/10.26634/jpsy.14.1.16710
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Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). STEAM integration in chemistry learning for developing 21st century skills. MIER Journal of Educational Studies Trends & Practices, 184-194. https://doi.org/10.52634/MIER/2017/V7/I2/1420
Riggs, E. (2005). Field-Based Education and Indigenous knowledge: Essential Components of Geoscience Education for Native American Communities. Science Education, 89(2), 296-313. https://doi.org/10.1002/sce.20032
Saldaña, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). Sage.
Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
Schraw, G., & Sperling, R. (1994). Assesing Metacognitive Awareness. Contemporany Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
Schwartz, B., & Metcalfe, J. (2011). Tip-of-the-tongue (TOT) States: Retrieval, Behavior, and Experience. Memory & Cognition, 39(5), 737-749. https://doi.org/10.3758/s13421-0100066-8
Schwartz, B. L. (2006). Tip-of-the-tongue states as metacognition. Metacognition and Learning, 1, 149-158. https://doi.org/10.1007/s11409-006-9583-z
Stake, R. (1994). Case Studies. En Denzin, N., & Lincoln, Y. (Dirs.), Handbook of Qualitative Research (pp. 236-247). Sage.
Spehn, M., & Reder, L. (2000). The Unconscious Feeling of Knowing: A Commentary on Koriat’s Paper. Consciousness and Cognition, 9(2), 187-192. https://doi.org/10.1006/ccog.2000.0435
Tarricone, P. (2011). The Taxonomy of Metacognition. Psychology press.
Tawanda., T, & Mudau A. (2024). The Influence of Indigenous Knowledge on Chemistry Metacognition. F1000Research, 12(589), 1-29. https://doi.org/10.12688/f1000research.131685.4
Treisman, P. (1985). A Study of the Mathematics Performance of Black Students at the University of California. University of California.
Tuononen, T., Hyytinen, H., Räisänen, M, Hailikari, T., & Parpala, A. (2023). Metacognitive Awareness in Relation to University Students’ Learning Profiles. Metacognition and Learning, 18, 37-54.
https://doi.org/10.1007/s11409-022-09314-x
Tyler, K., Boykin, A., Miller, O., & Hurley, E. (2006). Cultural Values in the Home and School Experiences of Low-Income African-American Students. Social Psychology of Education, 9, 363-380. https://doi.org/10.1007/s11218-006-9003-x
Villegas, A., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(1), 20-32. https://doi.org/10.1177/0022487102053001003
Winne, P., & Hadwin, A. (1998). Studying as Self-Regulated Learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 291-318). Routledge.
Winne, P. H. (2013). Self-regulated Learning Viewed from Models of Information Processing. In Barry J. Zimmerman, & Dale H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp. 145–178). Routledge.
Zimmerman, B., & Campillo, M. (2003). Motivating Self-Regulated Problem Solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The Psychology of Problem Solving, (pp. 233–262). Cambridge University Press.
Akpanglo-Nartey, R., Asabere-Ameyaw, A., Sefa Dei, G., & Taale, K. (2012). Children's Indigenous Ideas and the Learning of Conventional Science. In A. S. M. Asabere-Ameyaw (Ed.), Contemporary Issues in African Sciences
and Science Education (pp. 63-72). Sense Publishers.
Anyichie, A., Butler, D., Perry, N., & Nashon, S. (2023). Examining Classroom Contexts in Support of Culturally Diverse Learners’ Engagement: An Integration of Self-Regulated Learning and Culturally Responsive Pedagogical Practices. Frontline Learning Research, 11(1), 1-39. https://doi.org/10.14786/flr.v.11j1.1115
Agencia Nacional de Tierras (2022). Resguardos Indígenas Formalizados hasta abril 15 2024. Portal de Datos Abiertos. https://data-agenciadetierras.opendata.arcgis.com/datasets/f84afb113d3b4512be65305fd09aa7ee/explore
Battiste, M. (2013). You Can’t Be the Doctor If You’re The Disease: Eurocentrism And Indigenous Renaissance. Canadian Association of University Teachers (CAUT) Distinguished Academic award-winning lecture given April 26, 2013.
Brayboy, B., & Maughan, E. (2009). Indigenous Knowledges and The Story of The Bean. Harvard Educational Review, 79(1), 1-21. https://doi.org/10.17763/haer.79.1.l0u6435086352229
Brayboy, B., Fann, A., Castagno, A., & Solyom, J. (2012). Postsecondary Education for American Indian and Alaska Natives: Higher Education for Nation Building and Self-Determination: ASHE Higher Education Report, 37(5). John Wiley & Sons.
Brown, A. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. Weinert & R. Kluwe (Eds.), Metacognition, Motivación and Understanding (pp. 65-116). Lawrence Erlbaum.
Csibra, G., & Gergely, G. (2011). Natural Pedagogy as Evolutionary Adaptation. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1567), 1149-1157. https://doi.org/10.1098/rstb.2010.0319
De Friedman, N. y Patiño, C. (1983). Lengua y Sociedad en el palenque de San Basilio. Instituto Caro y Cuervo.
Deloria, P. (2003). American Indians, American Studies, and the ASA. American Quarterly, 55(4), 669-680. https://doi.org/ 10.1353/aq.2003.0034
Flavell, J. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive — Developmental Inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066x.34.10.906
Flavell, J. (1987). Speculation about Nature and Development of Metacognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, Motivación and Understanding (pp. 21-29). Hillsdale. Fossa, P., Gonzalez, N., García-Huidobro, C., Barros, M., & Sanhueza, M. (2022). “I Know it, but… I have the Word on the Tip of my Tongue!” TOT as Phenomenon to Re-thinking Metacognition and Feeling-of-knowing in Psychology (“Lo sé, pero… ¡tengo la palabra en la punta de la lengua!”: PDL como fenómeno para repensar la metacognición y la sensación de saber en Psicología). Culture and Education, 34(2), 369-402. https://doi.org/10.1080/11356405.2022.2032985
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice (3rd ed.). Teachers College Press.
Grupo Internacional de Trabajo sobre Asuntos Indígenas (IWGIA). (2023). El mundo indígena 2023 Colombia. Colombia. IWGIA. https://www.iwgia.org/es/colombia/5083-mi-2023-colombia.html
Hartman, H., Tobias, S., Everson, H., Gourgey, A. (1991, 20-24 August). Self Concept and Metacognition in Ethnic Minorities. [Conference]. The Anual Meting of The American Psychological Asociation, San Francisco, CA, United
States.
Jackson, R. (1995). Fonología comparativa de los idiomas chibchas de la Sierra Nevada de Santa Marta. Boletín del Museo de Oro, (38-39), 57-69. https://publicaciones.banrepcultural.org/index.php/bmo/article/view/6975
Kerfoot, C. (2005). Book Review: Crossing Over to Canaan: The Journey Of New Teachers in Diverse Classrooms. Education and Urban Society, 37(3), 356-360. https://doi.org/10.1177/0013124505274557
Kim, S., Shahaeian, A., & Proust, J. (2018). Developmental Diversity in Mindreading and Metacognition. In J. Proust & M. Fortier (Eds.), Metacognitive Diversity: An interdisciplinary Approach (pp. 97-133). Oxford University Press. https://doi.org/10.1093/oso/9780198789710.003.0006
Koriat, A. (2000). The Feeling of Knowing: Some Metatheoretical Implications for Consciousness and Control. Consciousness and Cognition, 9(2), 149-171. https://doi.org/10.1006/ccog.2000.0433
Landaburu, J. (2000). Clasificación de las lenguas indígenas de Colombia. En: González, M. y Rodríguez, M. (Eds.), Lenguas indígenas de Colombia. Una visión descriptiva. Instituto Caro y Cuervo.
Lillard, A. (1998). Ethnopsychologies: Cultural variations in theories of mind. Psychological Bulletin, 123(1), 3–32. https://doi.org/10.1037/0033-2909.123.1.3
Mudau, A. V., & Tawanda, T. (2022). Pre-service science teachers’ views on the use of indigenous chemistry knowledge in chemistry metacognition. International e-Journal of Educational Studies, 6(12), 224-234. https://doi.org/10.31458/iejes.1189609
Mudau, A. V., & Tawanda, T. (2024). Teachers’ Role in Chemistry Metacognition. In Metacognition in Learning-New Perspectives. IntechOpen. https://doi.org/10.5772/intechopen.113789
Merriam, S. (1998). Qualitative Research and Case Study Applications in Education. Jossey-Bass.
Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. Jossey-Bass.
Ministerio de Cultura de Colombia (2024). Pueblo Rrom o Gitano. https://www.mincultura.gov.co/areas/poblaciones/pueblo-rom/Paginas/default.aspx
Msimanga, A., & Shizha, E. (2014). Indigenous Knowledge and Science Education in South Africa: What Messages from Curriculum? In E. Shizha (Ed.), Remapping Africa in the Global Space: Propositions for Change (pp. 137-150).
Sense.
Nelson, T., Gerler, D., & Narens, L. (1984). Accuracy of Feeling-Of-Knowing Judgments for Predicting Perceptual Identification and Relearning. Journal of Experimental Psychology: General, 113(2), 282-300. https://doi.org/10.1037/0096-3445.113.2.282
Nelson, T, & Narens, L. (1990). Metamemory: A Theoretical Framework and New Findings. In G. Bower (Ed.), The Psychology of Learning and Motivation (pp.125-173). Academic Press.
Nhouyvanisvong, A., & Reder, L. (1998). Rapid Feeling-Of-Knowing: A Strategy Selection Mechanism. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.), Metacognition: Cognitive and Social Dimensions (pp. 35-52). Sage Publications, Inc.
Organización Nacional Indígena de Colombia (ONIC). (2023). Informe final 2022 sobre afectaciones a los derechos humanos en los pueblos indígenas de Colombia y situación de los pueblos indígenas en frontera Colombia-Venezuela. Consejería de Derechos de los Pueblos Indígenas, Derechos Humanos y Paz. ONIC.
Padmanabha, C. (2020). Metacognition: Conceptual Framework. Journal on Educational Psychology, 14(1), 1-11. https://doi.org/10.26634/jpsy.14.1.16710
Perry, A. (2017). Becoming Indigenous in Haiti, from Dessalines to La Revue Indigène. Small Axe: A Caribbean Journal of Criticism, 21(2), 45-61. https://doi.org/10.1215/07990537-4156762
Resing, W. C., Tunteler, E., de Jong, F. M., & Bosma, T. (2009). Dynamic testing in indigenous and ethnic minority children. Learning and Individual Differences, 19(4), 445-450. https://doi.org/10.1016/j.lindif.2009.03.006
Ridwan, A., Rahmawati, Y., & Hadinugrahaningsih, T. (2017). STEAM integration in chemistry learning for developing 21st century skills. MIER Journal of Educational Studies Trends & Practices, 184-194. https://doi.org/10.52634/MIER/2017/V7/I2/1420
Riggs, E. (2005). Field-Based Education and Indigenous knowledge: Essential Components of Geoscience Education for Native American Communities. Science Education, 89(2), 296-313. https://doi.org/10.1002/sce.20032
Saldaña, J. (2013). The Coding Manual for Qualitative Researchers (2nd ed.). Sage.
Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review, 7(4), 351-371. https://doi.org/10.1007/BF02212307
Schraw, G., & Sperling, R. (1994). Assesing Metacognitive Awareness. Contemporany Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
Schwartz, B., & Metcalfe, J. (2011). Tip-of-the-tongue (TOT) States: Retrieval, Behavior, and Experience. Memory & Cognition, 39(5), 737-749. https://doi.org/10.3758/s13421-0100066-8
Schwartz, B. L. (2006). Tip-of-the-tongue states as metacognition. Metacognition and Learning, 1, 149-158. https://doi.org/10.1007/s11409-006-9583-z
Stake, R. (1994). Case Studies. En Denzin, N., & Lincoln, Y. (Dirs.), Handbook of Qualitative Research (pp. 236-247). Sage.
Spehn, M., & Reder, L. (2000). The Unconscious Feeling of Knowing: A Commentary on Koriat’s Paper. Consciousness and Cognition, 9(2), 187-192. https://doi.org/10.1006/ccog.2000.0435
Tarricone, P. (2011). The Taxonomy of Metacognition. Psychology press.
Tawanda., T, & Mudau A. (2024). The Influence of Indigenous Knowledge on Chemistry Metacognition. F1000Research, 12(589), 1-29. https://doi.org/10.12688/f1000research.131685.4
Treisman, P. (1985). A Study of the Mathematics Performance of Black Students at the University of California. University of California.
Tuononen, T., Hyytinen, H., Räisänen, M, Hailikari, T., & Parpala, A. (2023). Metacognitive Awareness in Relation to University Students’ Learning Profiles. Metacognition and Learning, 18, 37-54.
https://doi.org/10.1007/s11409-022-09314-x
Tyler, K., Boykin, A., Miller, O., & Hurley, E. (2006). Cultural Values in the Home and School Experiences of Low-Income African-American Students. Social Psychology of Education, 9, 363-380. https://doi.org/10.1007/s11218-006-9003-x
Villegas, A., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(1), 20-32. https://doi.org/10.1177/0022487102053001003
Winne, P., & Hadwin, A. (1998). Studying as Self-Regulated Learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 291-318). Routledge.
Winne, P. H. (2013). Self-regulated Learning Viewed from Models of Information Processing. In Barry J. Zimmerman, & Dale H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp. 145–178). Routledge.
Zimmerman, B., & Campillo, M. (2003). Motivating Self-Regulated Problem Solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The Psychology of Problem Solving, (pp. 233–262). Cambridge University Press.
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