Metacognition and integration of contents from the subjects Educational Psychology and Preprofessional Practice

Abstract

The objective of this article is to propose actions aimed at the development of metacognition in Psychology students, with the use of integrative activities from the subjects Educational Psychology and Preprofessional Practice IV. Theoretical methods of analysis and synthesis and induction-deduction are implemented and a review of bibliographic sources is carried out in order to make a theoretical approach. Results from the application of empirical methods such as observation and analysis of the products of the activity are also reflected. Criteria that favor the understanding of metacognition and its concretion in the cognitive activity aimed at the integration of contents are provided. Among the main considerations derived from the study carried out for the development of integrative activities in the subjects Educational Psychology and Preprofessional Practice IV, the following are referred to. It is important to take into account the previous knowledge of the students of the group on learning strategies, self-regulation of learning, and integration of contents; to plan frequently varied activities with integrating character in the teaching-educational process of both subjects, according to a gradually ascending level of complexity and in direct link with the professional practice, as well as to guide the student according to the identification of the objective and the demands of the activity, the application of strategic procedures and the self-evaluation of the performance.