Metacognition and Learning: how they relate?

Abstract

The metacognition has been addressed in different areas, and clear definition of this term is necessary for better application of resources for learning. This article aims to make a non-systematic review concerning the subject metacognition for the reason of the difficulty found in the definition of this construct. Data bases searched were: PubMed, Scielo, PsychInfo, Web of Science and Lilacs, in the period from 2001 to 2007. The descriptors used in the research were: metacognition, learning, metacomprehension, strategies of learning, metamemory, tip-of-the-tongue phenomenon and meta-learning. The selected articles were organized by definition of terms. Afterward, it was elaborated a description of metacognition and its functions, strategies and processes. The close bond with learning is an important tool for optimization of the study and resolution of problems. The information obtained in this study suggests questions for future research in the educational context, to improve the relationship teaching/learning.