Què entenem per metacognició dins de l'aula?
DOI:
https://doi.org/10.1344/joned.v3i1.39565Paraules clau:
Metacognició, Aprenentatge autoregulat, Monitoreig i Control, Ensenyament, EducaciónResum
El propòsit d'aquest article de revisió és aprofundir, a partir del relleu de l'evidència empírica existent, l'estat de l'art de l'habilitat metacognitiva en el context de l'educació.
L'habilitat metacognitiva ha estat postulada com un aspecte central de la cognició humana dins de l'àmbit acadèmic atès que el seu desenvolupament permet reconèixer eficientment què és el que un sap, el que un no sap i quines estratègies hauria d'avaluar per a accedir a allò que busca aprendre. D'aquesta manera, una metacognició desenvolupada prepararia als i a les estudiants per a accedir de forma més explícita al seu propi procés d'aprenentatge, sent aquesta, per exemple, una clau per a processos com 'aprendre a aprendre'. És aleshores que entendre el rol dels processos metacognitius i la seva relació amb l'escola es torna crucial.
En conseqüència, el present article planteja un recorregut en tres passos: Primer, es presenta la definició-marc de metacognició que s'utilitzarà en la revisió i com ocorre el seu desenvolupament des de la infància fins a l'adultesa. A continuació, s'avalua la relació entre aquesta i altres constructes relacionats, com ara l'optimisme, les funcions executives i la teoria de la ment. Per finalitzar, es discuteixen les possibles implicancies i les eines accessibles per a l'ensenyament i el desenvolupament de l'habilitat metacognitiva en l'àmbit escolar.
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