Learning based on the stem model and the key to meta-cognition

Abstract

In the integrated learning model, STEM (Science, Technology, Engineering and Mathematics), teaching and learning processes are based on active, manipulative, constructivist and discovery-oriented methodologies. The practical integration of these areas of learning focuses on the experience of teachers and learners, which requires the replacement of the mere acquisition of knowledge with the development of certain skills which students must acquire beginning at the initial levels. It is an educational model focused on the ability to innovate, invent and solve problems creatively. Moreover, meta-cognition makes it possible to perceive what type of strategies should be used at each moment, to apply them, to evaluate their effectiveness, and to control the process. The objective of this chapter is to deepen the meta-cognition- STEM relationship, with special interest in the teaching-learning of mathematics, given that the former is key to developing the latter, entailing a journey through the processes that nurture meta-cognition (specifically meta-memory, meta-comprehension, meta-attention, metareading and meta-writing). © 2020 Nova Science Publishers, Inc.