In recent years, there has been a huge concern with learning, especially learning to learn. Studies show that previous experiences, fact-based knowledge and metacognition are the factors that most influence learning. Metacognition is a field of study related to awareness and self-monitoring of the cognitive act. It consists of learning about the learning process or the appropriation and command of internal resources relating to external objects. Metacognition is the individual's ability to monitor and self-regulate their own cognitive processes. The concept of metacognition is similar to the concept of MindSet or "mental model", which is the way an individual thinks and how he can "configure his thoughts". Thus, it is from it that we will face the most diverse situations of daily life. It will also be through him that we will be able to make decisions.
Some studies show that the metacognitive processes between cultures are more present in the initial contact phase, but it is also known that additional experiences can also offer a better way of learning, as it happens between teachers and students for example. Human beings are believed to possess metacognition as something important in their evolutionary process, using it as a tool for their survival and also using it as a cultural heritage. A research done with electroencephalography (EEG) to track awareness, surprise and metacognition in the brain of children between 5 and 15 months showed that neural responses to unexpected events increase in children 12 months. However, in babies, this prediction error effect was observed only during the final stages of processing and involves the same neural signature found for perceptual awareness. Thus, although explicit forms of metacognition may mature later in childhood, the mechanisms responsible for metacognitive sensitivity are already functional during the first year of life.
But knowing all this, is it possible to carry out metacognitive strategies to further facilitate the learning process? The answer is yes! Metacognitive strategies need to be considered as learning content. These strategies are based on three functions, namely planning, monitoring and evaluation. Learners need to develop the ability to reflect on their own information search and use process and to know and know what, when, how and why they perform information search and use activities, as well as use intervention strategies. As we saw in our blog "Neuroeducation and translational education'', different teaching methods, such as virtual and written methods, have different learning potentials. In this case, it was observed that virtual teaching methods are more effective.
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Estratégias metacognitivas como intervenção psicopedagógica para o desenvolvimento do automonitoramento». Revista Psicopedagogia. 30. ISSN 0103-8486
Wright, Frederick. APERA Conference 2008. 14 April 2009. http://www.apera08.nie.edu.sg/proceedings/4.24.pdf[ligação inativa]
Kouider, S. "Using EEG to track consciousness, surprise and metacognition in the infant brain." Front. Neurosci. Conference Abstract: International Conference-Educational Neuroscience. doi: 10.3389/conf. fnins. Vol. 3. 2016.
Gasque, Kelley Cristine Gonçalves Dias. "Metacognição no processo de letramento informacional." RBBD. Revista Brasileira de Biblioteconomia e Documentação 13 (2017): 177-195.