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The importance of identifying the functionality of learning in the current social context, based on innovation and technological revolution, impose measures of substance in education, measures that are increasingly connected to the concept of metacognition and to constructivist principles, which converge in the direction of the subjectivization of education from the perspective of orientation towards the direct needs of those who are being educated. Building students’ knowledge through deep learning based on the development of the concept of ‘thinking about thinking’ is one of the most challenging goals of the education system. The identification of metacognitive manifestations since the cycle of fundamental acquisitions and the formation of the elementary level of metacognitive competence in students who belong to this level of study represent for the authors of this material a didactic-methodological priority, reflecting, at the same time, a need to outline in terms of didactic communication the most effective means of personal manifestation through metacognition. |
