The role of metacognitive experiences in the learning process

• Autores: Anastasia Efklides
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 21, Nº. 1, 2009, págs. 76-82
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 33 Citas
• Resumen

  • El papel de la experiencia metacognitiva en el proceso de aprendizaje. La metacognición, entendida como conocimiento metacognitivo �en este caso, creencias acerca del aprendizaje�, aporta la información en base a la cual el aprendiz selecciona las estrategias apropiadas para regular el aprendizaje.

    No obstante, la regulación estratégica presupone que el aprendiz es consciente que el proceso de aprendizaje no discurre por los cauces adecuados, no fluye, o que simplemente ha fracasado. Esta conciencia toma la forma de experiencia metacognitiva, es decir, sentimientos, estimaciones o juicios relativos a las tareas de aprendizaje, sobre cómo tiene lugar el procesamiento cognitivo, así como su resultado.

    El aspecto crítico de la experiencia metacognitiva es su carácter afectivo, el cual facilita el acceso a los componentes cognitivo y afectivo del bucle regulatorio de la conducta. Como parte de la dimensión afectiva del bucle, la experiencia metacognitiva tiene que ver con la motivación y los procesos del yo;

    como parte de la dimensión cognitiva del bucle se vincula con el conocimiento y las habilidades metacognitivas, lo que posteriomente dará lugar al conocimiento declarativo y procedimental. Por tanto, la experiencia metacognitiva supone la conciencia que une las experiencias de aprendizaje presentes y pasadas y facilita o inhibe la autorregulación del aprendizaje en el presente y en el futuro.

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