An Introduction to Neurobiology of Learning and Role of Metacognition in Learning-Teaching Processes

Abstract

Background and Objective: Research has shown that people constantly use incorrect subjective models for learning and memory styles; as a result, they encounter errors, false evaluations, and mismanagement of their learning processes. Therefore, this study addresses the cognitive-neurological dimensions of learning. Methodology: In this study, the desk method was used along with the meta-synthesis approach to identify 104 key and relevant references. After screening was performed, the meta-synthesis approach was employed with a qualitative interpretation to analyze 49 references. Findings: How the brain absorbs, stores, and retrieves information differs from what happens in a computer; in fact, it is a dynamic, inferential, and recoverable process containing errors. Conclusion: Identifying the cognitive-neurological dimensions of learning opens up a new window to the better and more effective perception of learning-teaching processes, the capacities of which can be employed to make learning environments more dynamic.

Keywords

• metacognition
• metacognitive judgments
• neurobiology of learning
• judgment of learning