Learning to Learn: Psychopedagogical Implications of the Use of Strategic Knowledge in Learning Processes
DOI:
https://doi.org/10.15359/rep.10-2.5Keywords:
learning strategies, autonomy, self-regulation, strategic knowledge, metacognition, cooperative learningAbstract
This article describes the conceptual and methodological framework that provides the basis for the analysis of psycho-pedagogical implications of strategic knowledge use in learning. For this purpose, key concepts are developed around this paradigm, and some working methods aimed at this purpose are presented.
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