STEAM education- metacognition – Specific Learning Disabilities

Autores

  • Niki Lytra N.C.S.R. "Demokritos"ΙΙΤ- Net Media Lab & Mind - Brain R&D, Athens, Greece
  • Athanasios Drigas N.C.S.R. "Demokritos"ΙΙΤ- Net Media Lab & Mind - Brain R&D, Athens, Greece

DOI:

https://doi.org/10.36560/141020211442

Palavras-chave:

STEM education, Problem-based learning, Science education, Specific learning disabilities, Metacognition, 21st century skills, Problem solving

Resumo

Students with Specific Learning Disabilities, tend to have low academic performance because of the cognitive disorders and deficits of their working memory, as well as executing fuctions like these of processing - organizing and recalling information. Development of the Metacognitive skills, like those that presented by Drigas & Mitsea (2020), as 8 pillars of Metacognition, such as self-Awareness, self-Monitoring and Self-Regulation, helping these students recognize their weaknesses and introduce strategies and tactics will assist them to compensate their cognitive deficits, by becoming more flexible and adapt to any changes coming up, better. STEAM (Science, Technology, Engineering, Art, and Mathematics) education involves students in the education process, via a multifaceted and multi-sensory approach of to develop Meta-cognitive Skills, control the way they learn while building up the necessary knowledge, in order to secure equal academic and career opportunities. As a result, their independence and self-esteem being boosted preparing them to come up against 21st century challenges.

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Publicado

2021-09-29

Como Citar

Lytra, N., & Drigas, A. (2021). STEAM education- metacognition – Specific Learning Disabilities. Scientific Electronic Archives, 14(10). https://doi.org/10.36560/141020211442

Edição

Seção

Educação/Ensino