Management of the metacognition and successful learning strategies in pre-university education. an analytical sociological study

Abstract

The irreversible impact of the societal challenges and/or changes on individual and social behavior requires new ways of teaching, learning, and assessment. These methods involve metacognition and successful learning strategies in tandem with a teacher strategy and the students’ tactics. The difference between cognition (involves the cognitive mechanism of the mental activities and processes set based on predetermined goals) and metacognition (the control of the goal achievement) points to the research problem stabilized for the article: the study of the metacognition management and successful learning strategies in pre-university education. The research methodology is focused on analysis metasystemic delimitations with Google Books Ngram Viewer based on articles published online. Solving the goal allows to state the following assymptions a) metacognition is a dimension of cognition “developed” as a result of the permanent control of cognition, b) metacognitive abilities must be identified and developed starting with the preschool stage, and c) at the school stage it is important to observe and mitigate the formation of strategies. The conclusion of the research refers to the topicality and importance of studying metacognition at the preschool and school stages.