<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942022000302535</article-id>
<article-id pub-id-type="doi">10.5294/edu.2022.25.3.5</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[What is New in Metacognition Research? Answers from Current Literature]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Qué novedades hay en la investigación sobre metacognición? Respuestas de acuerdo con la literatura actual]]></article-title>
<article-title xml:lang="pt"><![CDATA[O que há de novo na pesquisa sobre metacognição? Respostas de acordo com a literatura atual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loaiza]]></surname>
<given-names><![CDATA[Yasaldez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patiño]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Umaña]]></surname>
<given-names><![CDATA[Olga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duque]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaría de Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escuela Superior de Administración Pública  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942022000302535&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942022000302535&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942022000302535&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one&#8217;s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries, journals, and fundamental lines of work in metacognition research were identified: evaluation of metacognition in children, metacognition in student education, self-regulation skills, and metacognition in mathematical performance. The results suggest that the development of metacognitive skills has migrated to specific fields such as chemistry, mathematics, and arithmetic, with the latter two showing the most progress in implementing these practices to improve learning outcomes. Additionally, the findings highlight that while teachers consider metacognition necessary for their students&#8217; learning, they do not always have the knowledge and skills to teach and apply it effectively.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La metacognición se ha convertido en un elemento clave en los procesos de aprendizaje gracias a las ventajas que ofrece, como una m conciencia de los propios procesos cognitivos y el fomento del aprendizaje autónomo, crítico, reflexivo, autorregulado y autodirigido. Debido a su relevancia, cada vez mayor en la comunidad académica y científica, este artículo realiza un mapeo científico sobre la metacognición para presentar su evolución utilizando la metáfora del árbol y de esta manera establecer los principales enfoques de investigación que surgen en la actualidad. Mediante un análisis en red de las publicaciones registradas en WoS y Scopus, y usando herramientas como Bibliometrix, ToS y Gephi, se identificaron los principales documentos, autores, países, revistas, y las líneas fundamentales de trabajo en las que se enmarca la investigación sobre metacognición: la evaluación de la metacognición en los niños, la metacognición en la educación de los alumnos, las habilidades de autorregulación y la metacognición en el desempeño matemático. Los resultados sugieren que el desarrollo de las habilidades metacognitivas ha migrado a campos específicos como la química, las matemáticas, y la aritmética; estos últimos registran un mayor avance en la aplicación de este tipo de prácticas para mejorar los resultados de aprendizaje. Asimismo, los hallazgos pusieron en evidencia que, aunque los profesores consideran la metacognición importante para el aprendizaje de sus estudiantes, no siempre tienen el conocimiento y las habilidades necesarias para enseñarla y aplicarla con efectividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A metacognição tornou-se um elemento-chave nos processos de aprendizagem devido às vantagens que oferece, como a consciência dos próprios processos cognitivos e a promoção da aprendizagem autônoma, crítica, reflexiva, autorregulada e autodirigida. Tendo em vista sua crescente relevância na comunidade acadêmica e científica, este artigo faz um mapeamento científico da metacognição para apresentar sua evolução usando a metáfora da árvore e, dessa forma, estabelecer as principais abordagens de pesquisa que estão surgindo no campo da metacognição. Por meio de uma análise de rede de publicações registradas no WoS e no Scopus, e usando ferramentas como ferramentas como Bibliometrix, ToS e Gephi, identificamos os principais documentos, autores, países, periódicos e linhas de pesquisa sobre metacognição: a avaliação da metacognição em crianças, a metacognição na educação dos alunos, as habilidades de autorregulação e a metacognição no desempenho matemático. Os resultados sugerem que o desenvolvimento de habilidades metacognitivas tenha migrado para campos específicos, como química, matemática e aritmética, sendo que estes últimos registraram maior progresso na aplicação desse tipo de prática para melhorar os resultados da aprendizagem. Além disso, os achados revelaram que, embora os professores considerem a metacognição importante para o aprendizado de seus alunos, eles nem sempre têm o conhecimento e as habilidades para ensiná-la e aplicá-la de forma eficaz. de forma eficaz.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[literature review]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[revisión de literatura]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizado]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[revisão da literatura]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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