Metacognition

from the perspective and an analysis of Vygotsky, Ausubel and Piaget

Abstract

This is a research with a qualitative approach, with a descriptive-analytical objective of a bibliographic procedure that addresses metacognition, a concept that comes from the junction between Psychology and Cognitive Sciences. Metacognition is highlighted under the eyes of three theorists with great emphasis on the school context: Vygotsky, Piaget and Ausubel. His studies are of great relevance for education professionals to analyze and portray their pedagogical practice in the classroom. It ponders throughout the writing: how can one observe metacognition in the theories of Vygotsky, Piaget and Ausubel? Metacognition is based on the ability to reflect on your own intellectual concepts and in this way, select the skill and best way to achieve concrete goals. Theme little discussed in school environments, but of great relevance. Finally, it is stated that the three authors have great contributions on metacognition, as they make connections on the ability of individuals to make their cognitive processes viable.