beyond knowledge Becoming an age, an age, an age, an age, a scientific age. That revolution far exceeded in its speed any other revolution. This is what can accommodate very few shoes. Overcoming it if the individual learns how to think, how to think about thinking, this is the essence of metacognition. The success of the individual in his learning of anything, science, science, he only learns it, to be able to use his background and cognitive strategies, and he does not know this except by developing metacognitive skills.

If "meta-knowledge" is necessary to confront and deal with the knowledge explosion, it is equally necessary for the process of teaching and learning. This is due to the fact that "meta-knowledge" plays an important role in achieving the learner's independence, through his awareness of the thinking processes that he performs during his learning, and his control over them. The legacy of metacognition includes studies on the impact of its use in diagnosing and treating learning difficulties, in developing academic achievement, and in developing thinking. It has also been used to predict academic achievement in mathematics, reading comprehension, languages, nutritional education, and nutritional awareness.

In addition to the above, it was found that training in metacognitive skills led to modifying the cognitive style (impulsiveness/reflection) among a sample of fourth and fifth graders. It also led to the development of the trend towards philosophical reflection, and to the learner becoming positive in collecting, organizing, integrating, following up and evaluating information during the learning process, in solving problems that hinder understanding, in using provocation or self-direction, in self-testing and self-evaluation, and in increasing the self-efficacy of the learner. And in correcting his misperceptions in his cognitive structure.