Currently, the use of the tools of information
technology and communication in education has begun to
strengthen the field of teaching and learning, however, the
application of pedagogical models that focus on student learning
increase response apprehension of knowledge by the learner.
From this perspective, metacognition becomes an incentive to
improve the student to self-regulate their learning processes.
Therefore, this research includes a component in the area of
digital technology for the process of design and development of
Multimedia Educational Material (MDM) in Plant Histology for
obtaining a package containing a digital book software and a
series of video explaining the issues that relate to the topic of
biology worked through tools Adobe suite. On the other hand,
the pedagogical application was performed using a
metacognitive strategy to improve the learning process of
students Lic. In Agricultural Production (LPA). Followed
proceeded to its application to the courses of Biology, Botany
and Plant Education I, II and IV semester LPA, respectively.
The implementation of MDM regulated metacognitive strategy
was the teacher and teaching assistants for each course during
the semester as axes. This was done to generate self-learning
skills in students. Thus, the main findings relate to any of the
courses students lost the shaft material in which the MDM Plant
Histology was running. Moreover, in the scope of skills and
metacognitive skills, students met up on average in each of the
courses by 1.0, equivalent to an improvement of twice that they
set according to the initial test performed. In conclusion, the
combination of MDM and the use of an educational component
allows and enables students to acquire skills that will facilitate
learning
Keywords-- virtual learning object, digital technology,
education, metacognition, Plant Histology.
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