AUTORREGULACIÓN DEL APRENDIZAJE Y LAS COMPETENCIAS “APRENDER A APRENDER” Y AUTONOMÍA EN EL APRENDIZAJE EN LA FORMACIÓN DEL INGENIERO PROYECTISTA

Abstract

The skills of "learning to learn" and "learning autonomy" are inherent to educational process of the engineer that work in (or by) projects. The project, understood as a seeking process that generates solutions, demands that the designer constantly acquires new knowledge to apply them according to the needs and characteristics of the projects in which she participates. Consequently, the participants in training of the designer are called to reflect on what mean these skills and are called to ensure educational contexts in order to the learner fosters these skills. To contribute to these reflections, this paper presents a survey and analysis about elements of the constructs "learning to learn", "learning autonomy" and "self-regulation of learning". These constructs are closely related, in many cases are used indifferently and yet have different meanings. The result is a tool for the design of activities that seek to promote self-regulation of learning. The authors of this paper hope that this communication may provide elements to teachers and students to deal with theoretical confusions that affect the understanding of these skills and may provide inputs for designing activities that encourage self-regulation learning.