Metacognition in the Learning of Anatomy/ Metacognición en el Aprendizaje de la Anatomía

Currently there are important challenges in the teaching and learning of Anatomy. Students are overwhelmed by all of the information and generally, learning is based on memory. Furthermore, teaching instruction lacks methods that encourage cognitive learning. It is necessary to improve evaluation strategies that demonstrate learning. Metacognition, is understood as the command an individual has over their own cognitive processes aims to encourage students to regulate their own learning process. This paper describes the contribution of metacognition to Anatomy learning. This research is qualitative; it was a case study that analyzed how a student incorporated metacognition into Anatomy learning. During the development of this study, learning obstacles were investigated, different activities on metacognitive learning of the Anatomy were designed, applied and analyzed. The research incorporated metacognition into the learning of Anatomy and determined that planning allowed for better study organization, created greater awareness of each learning activity and showed better results. During monitoring, it was found that the greatest difficulty in learning Anatomy, was understanding spatial awareness. Finally the evaluation considered the learning progress of anatomy based on time control, new language, more adequate terms, and greater assurance and confidence during the evaluations. KEY WORDS: Anatomy Didactics; Metacognition; Teaching; Learning. Actualmente la ensenanza y aprendizaje de la Anatomia tiene grandes retos que debe superar: los estudiantes estan abrumados por gran cantidad de informacion; generalmente el aprendizaje esta basado en la memoria; la ensenanza esta carente de metodos que permitan hacer consciente el aprendizaje; falta mejorar estrategias evaluativas que demuestren aprendizajes. Por su parte, la metacognicion, entendida como el dominio que tiene el sujeto sobre sus propios procesos cognoscitivos busca propiciar en los estudiantes la regulacion de sus propios aprendizajes. Este trabajo describe el aporte de la metacognicion al aprendizaje de la Anatomia. Esta investigacion es de tipo cualitativo. Fue un estudio de caso que analizo como un estudiante incorporo la metacognicion al aprendizaje de la Anatomia. En el desarrollo del trabajo se indagaron obstaculos de aprendizaje, se disenaron, aplicaron y analizaron diferentes actividades sobre aprendizaje metacognitivo de la Anatomia. Se incorporo la metacognicion al aprendizaje de la Anatomia