Cognition, metacognition and learning
-
-
[1] Universitat Abat Oliba CEU
Universitat Abat Oliba CEU
Barcelona, España
-
- Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 13, Nº. 1, 2018 (Ejemplar dedicado a: The central role of narration in education), págs. 163-187
- Idioma: inglés
- Enlaces
-
Resumen
This article presents a theoretical review of the difficulty that exists at the moment to understand and comprehend metacognition, given the problem that the construct itself involves. In addition, it is a complex concept to measure and apply to the educational world and the teaching-learning process. This article discusses the importance of cognition and metacognition, as it establishes a clear difference between the two. A theoretical review of metacognitive research is presented, differentiating the ex-isting research studies on control and cognitive regulation from the researchwork that examines metacognition in the educational field. This article also reflects on the state of metacognitive measurements and the difficulties of capturing metacognitive magnitude and scale with regard to the capability of transferring these concepts to the educational world. It discusses viable ways to achieve a better development of the autonomy of students, being reflected in a ‘learning to learn’ action that transcends the school environment and is projected to all facets of meaningful learning.
