**4. Conclusion**

*Metacognition in Learning*

For Rigon [24], the precursor of the methodology at Sesi/PR School, doing is the basis of the learning workshop, and arguing is one of the most important skills sought for the acquisition of experience in solving challenges. For the educator, formulating hypotheses, testing, analyzing, and formulating the rule are not only actions of mathematics or philosophy. They serve for any science—it is thorough knowledge. Therefore, it can be said that the methodology opposes functional fixation as an obstacle to solving problems, corroborating the efficient work with the challenge presented and, consequently, with the mission used by the school: "Forming leaders with social and environmental responsibility, with high level of negotiation, respectful and committed to cultural diversity and prepared to work in quality teams, leading them to be creative, ethical and innovative professional

The mission presented is complex, demanding, and instigating. It demands regulatory and self-regulatory efforts committed to learning. According to Rosário [23], self-regulating students of their learning see the events in school as opportunities to expand their experiences, valuing them. This becomes important insofar as these experiences lived and worked through strategies and can support the others that will come after the school period. For the author, "this process assumes 'skill & will,' that is, the application of cognitive and motivational resources to the concrete task of learning. [The strategies] should be trained on distinct types of school tasks to facilitate their transfer to other contexts, since students do not focus learning tasks in a similar way regardless of the contexts and nature of the learning tasks." In cognitive psychology, Sternberg [5] defines "transfer" as the use of knowledge

and/or skills from one situation to another, which can be of two types: the negative and the positive. The positive is the one brought by the author Rosário, which occurs when "[…] the solution of a previous problem makes it easier to solve a new problem, that is, the transference of a mental posture can help in solving problems" [5]. And this is also the one sought in the methodology of Sesi/PR School, when it proposes a learning workshop at each 2-month period. With each new workshop, students have the opportunity to practice the positive transfer in accordance with

Sternberg [5] states that an effective strategy to avoid negative transfer is incubation. This action promotes small pauses between the steps from the problemsolving cycle to promote conscious reflection of the problem. For the author, the incubation process allows new stimuli to activate new perspectives, promote the perception of analogy, and aid in mind relaxation to develop assertive attempts.

Another strategy considered effective by Sternberg [5] is the formation of a plan of action to solve the problem, working the prefrontal cortex. Planning also appears as one of the components of Zimmerman's self-regulation cycle [2], the so-called preliminary phase, which consists of analyzing the problem encountered in developing a plan that favors the achievement of the stipulated goal. In the methodology of Sesi/PR School, planning is one of the elements of the challenge resolution

However, the ability to solve problems does not come only from planning or aspects already mentioned in this study. For Sternberg [5], knowledge is also a key factor in the process. For this reason, effective problem-solvers are called experts,

entrepreneurs and thus, face and win life challenges" [24].

the experiences lived in the previous workshop.

*Elements of resolution of the challenge from the learning workshop [24].*

**58**

**Figure 1.**

(**Figure 1**).

Learning arises from the need for our genes to make predictions in unpredictable environments so they can survive in today's society. And that is why learning requires a motive and situations that involve its development. Autonomy and responsibility in learning demand experiment and experience of conflicts, challenges, and goals to be achieved that do not have to wait for the adult stage to be exercised. The more time we spend to develop problem-solving strategies, the more effective experts we will be to exercise the knowledge and skills most effectively acquired.

Problem-solving work in school can potentiate this development, especially in adolescence, as it becomes a challenge that drives the learner's motivational and neural capacity to learn. The phase of adolescence encompasses physiological and psychological changes that are directly influenced by the environment. The need to take greater risks to satiate the search for pleasure and reward can be positively influenced by the practice and experience of metacognitive activities strongly associated with the development of self-regulatory skills, helping in the decline of negative risk and potentiating subsidies for the development of cognitive mechanisms.

Therefore, here are recommendations that can guide research and practice at enhancing adolescents' learning experiences:

1.School's curriculum: for most countries, schools have to follow an established curriculum with compulsory contents and subjects. How to make learning meaningful if the school has to make students study the curriculum in order to conclude basic education? Organizing it into learning aims and skills students need to achieve by the end of the school year is the first step to create a more meaningful curriculum. Most documents point out only isolated contents which do not explain why it would be useful to learn them. By having learning aims and skills as its main pillars, the pedagogical team can then organize clusters according to areas of interest (environment, citizenship, technology, etc.), and not fragmented subjects. These clusters will be the background for proposing themes that will raise students' interest toward learning.


**61**

*Using Problem-Solving as a Method for the Development of Self-Regulation of Learning…*

tool to help families work with them outside school.

classroom and guide teacher training with the most effective tools.

My special thanks to my family and my husband.

\*Address all correspondence to: giovana.punhagui@gmail.com

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

autonomy. Parents' activities, such as parents' school with workshops and lectures on how to potentiate adolescents' protagonism, can also be an important

The present study had the intention to analyze the methodology of Sesi/PR School from the point of view of solving Sternberg's problems [5] in cognitive psychology and learning self-regulation. The brief analysis showed important comparisons and convergences, a relationship between the theory, and an education proposal that shows the concern to develop more autonomous and responsible adolescents through the resolution of problems, promoting greater meaning for effective learning. More deep research on analyzing specific strategies from this article toward enhancing adolescents' independent learning is recommended to be conducted in order to both raise the importance of a self-centered approach in the

I would like to express my special thanks to Sistema FIEP, the institution that made problem-solving methodology possible for adolescents and believes in the power of transformation in education. I would also like to thank my leader, José Antonio Fares, who has always supported and guided me in my process as a manager. Finally, I would like to thank Professor Fernando Pianaro, who supported me

*DOI: http://dx.doi.org/10.5772/intechopen.88195*

**Acknowledgements**

in doing this research.

**Thanks**

**Author details**

Giovana Chimentão Punhagui Sistema FIEP, Curitiba, Brazil

provided the original work is properly cited.

*Using Problem-Solving as a Method for the Development of Self-Regulation of Learning… DOI: http://dx.doi.org/10.5772/intechopen.88195*

autonomy. Parents' activities, such as parents' school with workshops and lectures on how to potentiate adolescents' protagonism, can also be an important tool to help families work with them outside school.

The present study had the intention to analyze the methodology of Sesi/PR School from the point of view of solving Sternberg's problems [5] in cognitive psychology and learning self-regulation. The brief analysis showed important comparisons and convergences, a relationship between the theory, and an education proposal that shows the concern to develop more autonomous and responsible adolescents through the resolution of problems, promoting greater meaning for effective learning. More deep research on analyzing specific strategies from this article toward enhancing adolescents' independent learning is recommended to be conducted in order to both raise the importance of a self-centered approach in the classroom and guide teacher training with the most effective tools.
