How can metacognition be developed through problem-solving in higher education?
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 abi...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2011 |
| País: | Colombia |
| Recursos: | Universidad Nacional de Colombia |
| Repositorio: | Repositorio UN |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unal.edu.co:unal/33495 |
| Acesso em linha: | https://repositorio.unal.edu.co/handle/unal/33495 http://bdigital.unal.edu.co/23575/ |
| Access Level: | acceso abierto |
| Palavra-chave: | metacognición regulación del aprendizaje resolución de problemas. meta-cognition learning regulation problem-solving. |
| Resumo: | 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. |
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