METACOGNITION, CURRICULUM, AND INNOVATION: A STUDY ON PEDAGOGICAL PRACTICES IN THE FIELD OF HEALTH

Abstract

The association between innovation, metacognition, and pedagogical practices in the health curriculum is not a trivial relationship. This article presents a bibliometric research study that began by evaluating how these aspects relate based on data from 8 scientific databases. The research aimed to answer the following questions: What are the main innovative teaching practices in the health field that are being developed and applied? How is innovation perceived in the academic curriculum of the health field? And how does the metacognition process occur in health courses' curricula? The consequence of this investigation was the development of a State of the Art to diagram the relationships and correlations observed in the analyzed scientific publications, aiming to provide an overview of these in both national and international contexts. The study also sought to identify the main theoretical-methodological trends of these investigations and to situate the current status of research and its contributions to the academic community. The results of this study show that innovative practices are often associated solely with technological use, and metacognition is not utilized as a support tool for learning in health curricula.