Cognitive learning driver of self-regulation in the construction of knowledge

Abstract

Cognitive learning is the process through which information passes through the individual’s cognitive system, with specific functions that refer to reasoning, information processing and generation of immediate response. The purpose of this research is to analyze cognitive learning as a driver of self-regulation in the construction of knowledge, which is based on the dynamics of the triadic relationship between neuroscience, constructivism and the cognitive learning processes themselves for the generation of a new transforming thought. The methodology used is descriptive, with a bibliographic study. The findings show the relevance of cognitive learning in the agility to be supported from neuroscience and constructivism; in spite of the insufficiencies in the strategic knowledge of teachers and students on the application of cognitive learning and its relation with teaching, which limits the quality of the teaching-learning process. It is concluded that cognitive learning is promoted through pedagogical strategies that converge in the construction of multidisciplinary and transformative knowledge in both students and teachers