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...
- Autores:
-
Paz Penagos, Hernán
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2011
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/33495
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/33495
http://bdigital.unal.edu.co/23575/
- Palabra clave:
- metacognición
regulación del aprendizaje
resolución de problemas.
meta-cognition
learning regulation
problem-solving.
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
| Summary: | 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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