Development of metacognitive strategies in the teaching-learning process in Higher Secondary Education

Abstract

This article addresses the topic of metacognitive strategies, their impact and importance in the learning of high school students. Theoretical and conceptual aspects as well as teaching and learning strategies that point out the advantages of possessing skills that promote knowledge regulation, memory, cognitive skills, self-control, self-awareness, information retention, motivation, as well as all the implications that are enhanced when these strategies are developed and applied in students during their schooling are presented.

The objective of this article is to analyze and explain the metacognitive strategies as an implementation in the NEM (New Mexican School) at the baccalaureate level and to propitiate a cognitive advance recognizing its procedure and attending the academic needs that arise with the teaching-learning process.  Likewise, a section presents the findings found in research on metacognition strategies in the teaching and learning process, which are organized into documentary categories.