6. Conclusions

meticulous reflection. According to Paul, strong critical thinking is what teachers need to give form and encouragement to their classes, if they want students to overcome their prejudices or other equally harmful manifestations of intellectual

Stone Wiske [1], unlike Perkins [2], identifies four prototypical levels of comprehension, among which are: (a) naive understanding-acuptation of information directly in the world, there is no awareness of the links that exist between activity and its application in our life-, (b) comprehension of newbies-mechanisms and rituals-, (c) apprentice comprehension-obey disciplinary modes of thinkingand (d) understanding of mastery-critical, holistic, creative and flexible-. Each of these dimensions describe the multidimensional nature of understanding. However, "deep understanding involves the ability to use knowledge in all dimensions" ([1], p. 239). Its dimensions vary according to the specificity and interiority of each of its dimensions. To understand in depth the meaning and meaning of levels of understanding, it is necessary to refer to comprehension performances, that is, various ways in which subjects demonstrate what they have learned. Table 2 presented below summarizes

Returning to the contributions of Stone Wiske [1], in relation to the four

(b) methods, (c) summary of the dimension of purposes and d) forms of communication of what was learned. It also adds criteria associated with each of the

Main manifestations

schooling systems

steps to achieve something

experts in the domain" (p. 240)

understandings indicated above

interactions, confrontations

solve a particular problem

transform it

• Lack of reflective ways about which knowledge is

• They are linked to mediation systems of tests and

• Comprehension performance is based on an application mechanism, contemplating the development of a set of

• Flexible use of these ideas within a specific discipline. According to Stone Wiske [1] "the construction of knowledge is seen as a complex task, which follows procedures and criteria that are prototypically used by

• The student moves with flexibility between each of the

• Complex knowledge construction, resulting from complex

• They use knowledge to act in reality, to intervene in it and

• Foster a disciplinary (meta-disciplinary) understanding, the subject of learning combines several disciplines to

dimensions of understanding, identifies unlike Perkins [2]: (a) content,

Naive understanding • Characterized by a disconnection from real life

Apprentice comprehension • Reproduce disciplinary ways of thinking

Master's comprehension • Operate through integration: flexible, holistic

expressed Understanding of newbies • Describe the purposes of the nature of knowledge

narrowness ([2], p. 118).

Metacognition in Learning

the main characteristics described by Stone Wiske [1].

dimensions indicated above (Table 3).

Dimension of understanding according to Stone Wiske [1]

Source: Stone Wiske [1].

Understanding styles.

Table 2.

146
