Abstract
A Theoretical Strategy for Enhancing Learning Through Metacognitive Practices on a Constructivist Methodology
Highlights
Current societies are strongly affected by technological and scientific advances in a dramatic way, with demands of specialized knowledge but, at the same time, a very practical one, requiring fast and efficient responses without knowing to much, given that information is reachable for everybody
Generic competences are the ones that tackle the formation of a person as a socially inserted individual, and that makes reference to personal attributes with cognitive, social, attitudinal or valuable characteristics, which enrich professional behavior, and increases the value of the specific competences (Bellocchio Albornoz, 2009)
Metacognition must be used in any didactic strategy applied in an educative context, given that a poor metacognitive formation in teachers and students blocks the success of any constructivist methodology. This idea is supported by the main focus of education, learn to learn, a complex function that is the base of all the other ways of learning: to be, to do and to act (Bellocchio Albornoz, 2009)
Summary
Current societies are strongly affected by technological and scientific advances in a dramatic way, with demands of specialized knowledge but, at the same time, a very practical one, requiring fast and efficient responses without knowing to much, given that information is reachable for everybody. Competences are defined as a set of knowledge, skills, values, and attitudes, either specific or transversal (or generic), that a graduate has to acquire in order to fully satisfy the social and professional demands. This set is put into play when a problem is confronted, and its especially interesting when it is an uncertain, complex problem. Several authors have proposed that for developing competences is necessary to adopt a constructivist educative model, based in the formative process, aiming to promote a meaningful learning to ensure this competence acquisition (see for example the Tuning Latinoamérica project1), leaving behind the approaches based on behaviorism. Conclusions and possible extensions of this work are depicted
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