Metacognition and higher education: the state of Knowledge from 2016 to 2020

Detalhes bibliográficos
Autor(a) principal: Labatut Portilho, Evelise Maria
Data de Publicação: 2021
Outros Autores: Costa Brojato, Henrique
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/35444
Resumo: We aim to understand how metacognition is addressed in research on higher education in the period from 2016 to 2020. 306 abstracts of publications on the ERIC platform and 17 in the CAPES Thesis and Dissertations Catalog were categorized. The most used type of publication was an article; the country that produced the most on the subject was the United States; the year with the largest number of publications was 2019; 6 categories were identified, where "Metacognition as a support for teaching and learning" obtained the largest number of studies (38%). We believe that metacognition has great relevance in studies on higher education and the importance of state of knowledge studies with this focus.
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spelling Metacognition and higher education: the state of Knowledge from 2016 to 2020Metacognición y educación superior: el estado del conocimiento de 2016 a 2020Metacognição e Ensino Superior: o estado do conhecimento de 2016 a 2020MetacogniçãoEnsino SuperiorEstado do ConhecimentoMetacogniciónEnseñanza superiorEstado del conocimientoMetacognitionUniversity educationState of knowledgeWe aim to understand how metacognition is addressed in research on higher education in the period from 2016 to 2020. 306 abstracts of publications on the ERIC platform and 17 in the CAPES Thesis and Dissertations Catalog were categorized. The most used type of publication was an article; the country that produced the most on the subject was the United States; the year with the largest number of publications was 2019; 6 categories were identified, where "Metacognition as a support for teaching and learning" obtained the largest number of studies (38%). We believe that metacognition has great relevance in studies on higher education and the importance of state of knowledge studies with this focus.Nuestro objetivo es comprender cómo se aborda la metacognición en la investigación sobre educación superior en el período de 2016 a 2020. Se categorizaron 306 resúmenes de publicaciones en la plataforma ERIC y 17 en el Catálogo de Tesis y Disertaciones de CAPES. El tipo de publicación más utilizado fue el artículo; el país que más produjo sobre el tema fue Estados Unidos; el año con mayor número de publicaciones fue 2019; se identificaron 6 categorías, donde "La metacognición como apoyo a la enseñanza y el aprendizaje" obtuvo el mayor número de estudios (38%). Consideramos que la metacognición tiene gran relevancia en los estudios sobre educación superior y la importancia de estudios de tipo estado del conocimiento con este enfoque.Objetivamos compreender de que forma a metacognição é abordada em pesquisas sobre o ensino superior no período de 2016 a 2020. Foram categorizados 306 resumos de publicações na plataforma ERIC e 17 no Catálogo de Teses e Dissertações CAPES. O tipo de publicação mais utilizada foi artigo; o país que mais produziu sobre o tema foram os Estados Unidos; o ano com maior número de publicações foi 2019; foram identificadas 6 categorias, onde “Metacognição como suporte para ensino e aprendizagem” obteve o maior número de estudos (38%). Consideramos que a metacognição possui grande relevância em estudos sobre ensino superior e a importância de estudos de tipo estado do conhecimento com esse enfoque.Faculdade de Educação - Universidade de Brasília2021-03-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfaudio/mpegaudio/mpegtext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3544410.26512/lc.v27.2021.35444Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e35444Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e35444Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e354441981-04311516-489610.26512/lc.v27.2021reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29140https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29141https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29142https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/30416Copyright (c) 2021 Evelise Maria Labatut Portilho, Henrique Costa Brojatohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLabatut Portilho, Evelise MariaCosta Brojato, Henrique2022-10-20T17:26:38Zoai:ojs.pkp.sfu.ca:article/35444Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-10-20T17:26:38Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Metacognition and higher education: the state of Knowledge from 2016 to 2020
Metacognición y educación superior: el estado del conocimiento de 2016 a 2020
Metacognição e Ensino Superior: o estado do conhecimento de 2016 a 2020
title Metacognition and higher education: the state of Knowledge from 2016 to 2020
spellingShingle Metacognition and higher education: the state of Knowledge from 2016 to 2020
Labatut Portilho, Evelise Maria
Metacognição
Ensino Superior
Estado do Conhecimento
Metacognición
Enseñanza superior
Estado del conocimiento
Metacognition
University education
State of knowledge
title_short Metacognition and higher education: the state of Knowledge from 2016 to 2020
title_full Metacognition and higher education: the state of Knowledge from 2016 to 2020
title_fullStr Metacognition and higher education: the state of Knowledge from 2016 to 2020
title_full_unstemmed Metacognition and higher education: the state of Knowledge from 2016 to 2020
title_sort Metacognition and higher education: the state of Knowledge from 2016 to 2020
author Labatut Portilho, Evelise Maria
author_facet Labatut Portilho, Evelise Maria
Costa Brojato, Henrique
author_role author
author2 Costa Brojato, Henrique
author2_role author
dc.contributor.author.fl_str_mv Labatut Portilho, Evelise Maria
Costa Brojato, Henrique
dc.subject.por.fl_str_mv Metacognição
Ensino Superior
Estado do Conhecimento
Metacognición
Enseñanza superior
Estado del conocimiento
Metacognition
University education
State of knowledge
topic Metacognição
Ensino Superior
Estado do Conhecimento
Metacognición
Enseñanza superior
Estado del conocimiento
Metacognition
University education
State of knowledge
description We aim to understand how metacognition is addressed in research on higher education in the period from 2016 to 2020. 306 abstracts of publications on the ERIC platform and 17 in the CAPES Thesis and Dissertations Catalog were categorized. The most used type of publication was an article; the country that produced the most on the subject was the United States; the year with the largest number of publications was 2019; 6 categories were identified, where "Metacognition as a support for teaching and learning" obtained the largest number of studies (38%). We believe that metacognition has great relevance in studies on higher education and the importance of state of knowledge studies with this focus.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/35444
10.26512/lc.v27.2021.35444
url https://periodicos.unb.br/index.php/linhascriticas/article/view/35444
identifier_str_mv 10.26512/lc.v27.2021.35444
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dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29140
https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29141
https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/29142
https://periodicos.unb.br/index.php/linhascriticas/article/view/35444/30416
dc.rights.driver.fl_str_mv Copyright (c) 2021 Evelise Maria Labatut Portilho, Henrique Costa Brojato
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Evelise Maria Labatut Portilho, Henrique Costa Brojato
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e35444
Linhas Críticas; Vol. 27 (2021): Revista Linhas Críticas v. 27 (ene-dic); e35444
Linhas Crí­ticas; v. 27 (2021): Revista Linhas Críticas v. 27 (jan-dez); e35444
1981-0431
1516-4896
10.26512/lc.v27.2021
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reponame_str Linhas Críticas (Online)
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