Towards a metacognitive conception of learning of natural sciences in primary school

Abstract

The didactic treatment of metacognition is a necessity in the preparation of primary teachers of the second cycle, allows to achieve greater cognitive reflection and knowledge management in school children of this level. The objective of the work was focused on assessing learning with a metacognitive approach from the natural sciences subject, which is concrete in three procedures: inquiry of cognitive knowledge, application of actions and operations and the evaluation of the domain of the actions and operations of the metacognitive abilities. These were carried out in a
primary school and their effectiveness was confirmed.