SALAZAR BEJAR, José Eduardo    CACERES MESA, Maritza Librada. Metacognitive strategies to achieve meaningful learning. []. , 18, 84, pp. 6-16.   10--2022. ISSN 1990-8644.

This article aims to present a theoretical review with a practical proposal on what metacognition is and its implications in the teaching-learning process and the development of knowledge in educational contexts. The work begins with an introduction that points out the importance of knowing, so a conceptual review is made and the types of knowledge are addressed; then a theoretical review on Ausubel's meaningful learning is presented, as well as the distinctions between receptive learning and discovery learning and between rote learning and meaningful learning. The concept of metacognition is briefly discussed, citing authors of landmark works that substantiate the key elements of the concept, enabling us to understand the importance of metacognition, which in turn leads us to infer that competent students use their metacognitive knowledge to effectively self-regulate their learning and, thus the regulation applied on their own learning can lead them to acquire new knowledge on the basis of students’ own resources. Given the assumption that metacognition has a close relationship with learning strategies, this topic is addressed with the purpose of explaining how to promote metacognitive strategies in the educational process. To conclude, a personal proposal is presented on how to enhance learning processes from metacognition in educational contexts.

: Meaningful learning; receptive learning; discovery learning; rote learning.

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