The relevance of metacognitive strategies in learning processes

Abstract

This paper is the result of a bibliographic exploration based on a theoretical approach. Its objective was to analyze the relevance of metacognitive strategies in learning processes. It should be noted that this research is documentary in nature, as it involved a review and systematization of information published in various sources. In terms of the methodology used, 20 academic documents were selected from databases such as Redalyc, Scielo, and the UNAN-Managua Repository. In addition, keywords were used in the search process, including metacognitive strategies, and the role of the teacher. Among the main results, it is noteworthy that the implementation of metacognitive strategies strengthens student learning because they promote self-reflection on the cognitive process, allowing students to identify strengths and weaknesses to modify their study techniques. Therefore, it is concluded that the use of metacognition in educational processes is relevant because it develops skills in reading comprehension, critical thinking, autonomy, and self-regulation of learning, to ensure academic success.