STEAM education and metacognition: possibilities for teaching and learning processes

• Nicolas Bernardo Matos ^[1] ; Solange Wagner Locatell ^[1]
  1. [1] Universidade Federal do ABC

     Universidade Federal do ABC

     Brasil

     
• Localización: Educación científica y ciencia ciudadana en la era digital / Luis Bengochea Martínez (ed. lit.), Daniel Meziat Luna (ed. lit.), Margarita García Astete (ed. lit.), Adriana Zúñiga Meléndez (ed. lit.), 2025, ISBN 978-84-10432-84-0, págs. 234-242
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Integrating metacognitive strategies within formal educationaldesign, particularly in the teaching of STEAM, holds significant potential for enhancing cognitive and socio-emotional student outcomes. Drawing from the WoS, ERIC, Scopus, and CAPES Periodicals Portal databases, this systematic review focuses on the interplay between metacognition and STEAM education.Book chapters, review articles, editorials, and studies outside the desired scope were excluded from the analysis, resulting in the selection of 10 articles from 8 different countries, with no restrictions on publication date. The findings indicate that metacognitive practices can positively influence students'planning, problem-solving abilities, critical thinking, and knowledge retention - imperative skills for STEAM education. Despite these promising results, the limited scope of existing research highlights the need for further investigation into the practical applications of metacognitive strategies across different disciplines and educational levels.