Metacognition: Pedagogical strategy in online learning in times of pandemic.

Abstract

The purpose of this work was to analyze metacognitive pedagogical strategies to contribute to learning in times of pandemic. For this, it became necessary to review the academic literature looking for the elements of the theory of metacognition; to evaluate the metacognitive elements that favor distance learning and to select the pertinent elements of the metacognition theory that favor distance learning in fifth and sixth grade children. As a method, the qualitative paradigm was approached. A systematic bibliographic review of the evidence presented in the published scientific literature was carried out, using electronic databases in the period between January 2000 and February 2021. The main results were that using metacognition is associated with better pedagogical strategies in distance learning in times of pandemic.