摘要：The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development oh school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.‑Colombia participated in the study. The research followed a quasi‑experimental design with a pretest and posttest. Three tenth‑grade groups, previously established, worked with a b‑learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b‑learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.
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