Metacognition and motivational strategies, self-learning
Dynamics of learning to learn
Keywords:
metacognition, learning, cognitive skills, strategiesAbstract
The brain can predict thanks to metacognition, it helps reduce the uncertainty of what might happen in different situations and contexts. There are two metacognitive components, one of a declarative nature that refers to metacognitive knowledge and another of a procedural nature that describes metacognitive control, since both are important for learning. To carry out this work, a bibliographic review of books, articles, manuals, institutional reports, and other documents was carried out, which offered reliable information in the interest of delving into the subject studied. The objective of this work is to get the students to develop different types of learning strategies according to the abilities of each one, it was obtained as a result that by applying the teaching strategies, the students in their task of learning to learn may be able to Create an effective study method for your learning.
Downloads
References
Arguelles, D. (July-December 2010). Review of "Strategies to promote autonomous learning processes" by Denise Caroline. School of Business Administration Magazine(69), 209-211. Retrieved from https://www.redalyc.org/pdf/206/20619966015.pdf
Ausabel, P. (1918). Educational Psychology: A Cognitive Point of View (2nd ed.). Trillas, Mexico. Retrieved from https://bibliotecadigital.uchile.cl/discovery/fulldisplay?vid=56UDC_INST:56UDC_INST&isFrbr=true&tab=Everything&docid=alma991002665249703936&context=L&search_scope=MyInst_and_CI&lang=es
Baez, M., & Tapia, J. (Jan-Apr 2017) . Training Strategies for Self-Regulating Motivation and Volition: Effect on Learning. (E.d. Murcia, Ed.) Annals of Psychology, 33(2), 292-300. doi:(http://www.dx.doi.org/10.6018/analesps.33.2.229771
Carbonero, M., Róma, M., & Ferrer, M. (October 2013). Program for "strategic learning" with University students: Design and experimental validation Anales de Psicología, 29(3) doi:https://dx.doi.org/10.6018/analesps.29.3.165671
Castellanos, M. (2016) Strategies for the development of Memory of Work and Metacognition in university students. Digital Repository. Retrieved from https://reunir.unir.net/handle/123456789/4616
Crespo, M. (2000). Metacognition: The different aspects of a Theory. Signs Magazine, 33(48), 97-115. doi:http://dx.doi.org/10.4067/S0718-09342000004800008
Crespo, M. (2004). Metacognition: The different aspects of a Theory. Revsta Signos, 33(48) , 97-115. doi:http://dx.doi.org/10.4067/S0718-09342000004800008
Delors, J. (1996). “The four pillars of education” in Education encloses a treasure. Madrid, Spain: Report to UNESCO of the International Commission on the to education for the 21st century. Retrieved from https://uom.uib.cat/digitalAssets/221/221918_9.pdf
Díaz, F., & Hernández, G. (2007). Teaching Strategies for Meaningful Learning: A Constructivist Interpretation (2nd ed.). (S. d. Cv, Ed.) Venezuela: McGraw-Hillnteramericana.
Echeverry, I. (2010). Cognitive Science, Theory of Mind and autism. Psychological Thought, 8(15), 113-123. Retrieved from https://www.redalyc.org/pdf/801/80115648010.pdf
Flavell, J. (1971). First discussants comments: what is memory development the development of. HumanDevelop, 14, 272–278. doi:https://doi.org/10.1159/000271221
Flavell, J. (1993). The development of children's understanding of false belief and the appearance-reality distinction. International Journal of Psychology, 28(5), 595-604. doi:https://doi.org/10.1080/00207599308246944
Flevell, J. (1987). Speculations about the Nature and Development of Metacognition. (&. R. In F.E. Weinert, Ed.) Open Journal of Modern, 21-29.
Gago, L., & Elgier, A. (July-December 2018). Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo. Psicogente, 21(40). doi:https://doi.org/10.17081/psico.21.40.3087
Gargallo, B. (2000). Procedimientos, estrategias de aprendizaje. (il Blanch, Ed.) Dialnet. Obtenido de https://dialnet.unirioja.es/servlet/libro?codigo=88884
Glaser, M. (1989). Learning Theory and the Study of Instruction. Annual Review of Psychology, 40, 631-666.
Harris, P. (1994). Comprensión temprana de la mente de los niños: orígenes y desarrollo. Lawrence Erlbaum Associates, Inc., 235-259.
IMEC. (2019). Desk Research, qué es, pasos a seguir y porqué es importante utilizarlo. Desk Research, qué es, pasos a seguir y porqué es importante utilizarlo. Madrid , Madrid, España. Obtenido de https://www.cimec.es/desk-research/
Jerez, Y., & Garólfo, A. (septiembre-diciembre de 2012). Aprendizaje basado en tareas aplicado a la enseñanza de las telecomunicaciones. Ingeniería Electrónica, Automática y Comunicaciones, 33(3). Obtenido de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1815-59282012000300001
Lancon, N., & Ortega, S. (2008). Cognición, metacognición y escritura. Revistas signos, 41(67), 231-255. doi:http://dx.doi.org/10.4067/S0718-09342008000200009
López, J. (enero de 2009). Motivación en Psicología y salud: motivación no es sinónimo de intención, actitud o percepción de riesgo. Diversitas: Perspectivas en Psicología, 5(1). Obtenido de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1794-99982009000100003
Martínez, J., & Berridi, R. (abril-junio de 2017). Estrategias de autorregulación en contextos virtuales de aprendizaje. Perfiles educativos, 39(156). Obtenido de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982017000200089#:~:text=se%C3%B1ala%20en%20su%20modelo%20que,la%20conducta%20y%20el%20contexto.
Montes de Oca, N., & Machado, E. (sep-dic de 2011). Estrategias docentes y métodos de enseñanza-aprendizaje en la Educación Superior. Humanidades Médicas, 11(3). Obtenido de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1727-81202011000300005
Montes, N., & Machado, E. (septiembre de 2011). Estrategias docentes y métodos de enseñanza-aprendizaje en la Educación Superior. Humanidades Médicas, 11(3). Obtenido de http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1727-81202011000300005
Montesdioca, G. (2014). Los medios de enseñanza y las tecnologías de la información y las Comunicaciones en la formación de Tecnólogos de la Salud. Revista de Ciencias Médicas de Pinar del Río(5), 823-830. Obtenido de https://www.medigraphic.com/cgi-bin/new/resumen.cgi?IDARTICULO=53509
Parra, K. (abril de 2011). El Docente de Aula: perspectivas y demandas en tiempos de reformas educativas. Revista de Investigación, 35(72). Obtenido de http://ve.scielo.org/scielo.php?script=sci_arttext&pid=S1010-29142011000100005#:~:text=El%20papel%20que%20debe%20cumplir,aplicando%20cada%20uno%20de%20estos
Pinitrich, L. (2000). The role of goal orientation in self-regulated learning. (AA The University of Michigan, Ed.) DOMAIN-SPECIFIC MODELS AND RESEARCH ON SELF-REGULATION, 451-529. Obtenido de http://cachescan.bcub.ro/e-book/E1/580704/451-529.pdf
Pinitrich, L., & Groot, E. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. (A. Arbor, Ed.) Journal of Educational Psychology, 82(1), 33-40. Obtenido de http://rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/pintrich%20and%20degroodt%201990.pdf
Sinatra, G., & Taasoobshirazi, G. (2018). The self-regulation of learning and conceptual change in science: Research, theory, and educational applications. (ID Greene, Ed.) Research, theory, and educational applications., 153-165. Obtenido de https://psycnet.apa.org/record/2017-45259-010
Sole, I. (mayo de 2001). El apoyo del prifesor. Revista aula de innovación educativa, 32-43. Obtenido de https://www.grao.com/es/producto/el-apoyo-del-profesor
Ullauri, J., & Ullauri, C. (2018). Razonamiento Hipotético y Resolución de Problemas. Revista arbitrada multidisciplinaria de investigación socio educativa , 121-137. doi:http://orcid.org/0000-0003-0509-4299
Vázquez, A., León, S., & Rodríguez, M. (2006). La metacognición como estrategia para detectar procesos cognitivos en niños con retraso mental. (UN Rica, Ed.) Educare , 9(2), 169-185. Obtenido de http://riberdis.cedd.net/handle/11181/4448
Published
How to Cite
Issue
Section
Copyright (c) 2022 International journal of health sciences
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health Sciences (IJHS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJHS volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.