The role of metacognitive reflection in developing the learning to learn competency among students with learning difficulties from technical schools

Abstract

Along with concern of educators to address the issue of learning in terms of active participation of students, the key feature became reflexivity. The main aim of this research is to stimulate the development of learning to learn key-competency by implementing an intervention program to 11th grade students with learning difficulties in the study of Romanian Language and Literature, so that the learner reaches the authentic, reflexive and strategic learning. The sample of subjects includes 106 students from technical high schools and colleges whose limits are situated mainly in the direction of efficiently managing the cognitive, metacognitive, emotional and motivational resources. The reflection on learning in which students were engaged in each stage of the formative experiment, by means of open reflection journals, allowed us to discover the beliefs and opinions of learners upon their own learning process. In the context of metacognitive reflection exercising, there was a significant optimization on awareness of the personal metacognition and significant increase on incidence of planning, monitoring and evaluation of learning behaviors.