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How can metacognition be developed through problem-solving in higher education?
¿Cómo desarrollar la metacognición en la educación superior mediante la resolución de problemas?
DOI:
https://doi.org/10.15446/ing.investig.v31n1.20557Keywords:
meta-cognition, learning regulation, problem-solving. (en)metacognición, regulación del aprendizaje, resolución de problemas. (es)
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Teacher-guided academic activities undertaken by students emphasise the cognitive strategies and procedures necessary for their successful resolution when problem-solving in electronic engineering´s digital communications area. However, students do not approach knowledge regarding their learning abilities (metacognition) in such a way that self-knowledge, skills development assessment and controlling their own abilities and limitations are favoured when guiding their learning. This article presents some meta-cognitive features which have been identified in students regarding problem-solving strategies in teaching, learning and evaluating engineering.
Cuando se trata de resolver problemas del área de comunicaciones digitales en ingeniería electrónica, las actividades académicas realizadas por los estudiantes y orientadas por el profesor enfatizan en las estrategias cognitivas y en los procedimientos necesarios para su correcta resolución. Sin embargo, falta propiciar el acercamiento al conocimiento de las habilidades de aprendizaje propias del estudiante (metacognición), de tal manera que se favorezcan el autoconocimiento y el desarrollo de la capacidad de valoración y control de las propias aptitudes y limitaciones a la hora de orientar su aprendizaje. El artículo presenta algunos rasgos metacognitivos que se identifican en los estudiantes cuando se aplican estrategias sobre resolución de problemas (RP) en la enseñanza, el aprendizaje y la evaluación de la ingeniería.
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