Abstract

MORENO MURO, Juan Pablo; ARBULU PEREZ VARGAS, Carmen Graciela  and  MONTENEGRO CAMACHO, Luis. Metacognition for skills development in peruvian education. Educación [online]. 2022, vol.46, n.1, pp.528-546. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v46i1.43724.

This study analyzes scientific evidence delineating essential features of metacognition and associated methodological considerations for skills development in Peruvian education. Various theoretical methodologies were used for document analysis based on a conceptual outline. A document search on was conducted on Google Scholar and Scopus from June through August, 2020 for articles published from 2000 to 2020, in Spanish, English and Portuguese which were directly related to the objective of the study. Afterwards, a total of twenty-five scientific publications on essential aspects of metacognition were examined according to the role of self-awareness in configuration of metacognitive processes, which consisted in describing of each process to be planned and regulated with the ultimate goal being to improve the quality of learning with emphasis on metacognition for skills development. According to the conclusion, for students to better understand and manage the definition of metacognition, it is necessary to include holistic dynamics such as motivation, will, intelligence, memory, creativity, modeling, performance, socialization and self-evaluation, when solving problems. There is also a need for greater in-depth analysis and its effect upon learning which includes, elaboration of new proposals for methodological models based on the complex socioformative approach.

Keywords : Skills Development; Metacognition; Socio-formative Approach; Autonomous Learning Management; Self-knowledge.

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