Description

This research refers to the analysis of the effect on the academic performance with the implementation of metacognitive strategies for meaningful learning in a class of 52 students of the Dentistry Program during the second academic period of 2016. Methodology was materialized with a mixed paradigm: quasi-experimental study, correlational, cross-sectional and interpretative - comprehensive. Results show that the metacognitive strategies for significant learning improve the academic performance of the students, where there is a significant difference between the control and experimental groups in the final course grading, p<0,001. By being aware of learning, task planning, self-regulation, self-assessment, they manage to do a quantum leap in learning; the ‘learn to learn’ demonstrations are explicit; new knowledge is articulated to the previous conceptual universe; the intrinsic motivation increases by means of the use of potentially significant material, passing to the deconstruction of knowledge to obtain, this way, new knowledge.