The Metacognitive Awareness Inventory (MAI). Defining informal trajectories, from metacognitive skills, to generate talent

Abstract

The paper intends to present some research reflections and considerations
about value that the subject attributes to its metacognitive capacity in formal,
non-formal and informal contexts. Recent studies show that the best
“learning trajectory” solves itself in the ability to reflect critically on the nature
of the skills learned and on the attitude to think new styles and recognition
methods of their own talent. Can metacognitive competence then
justify this talented capability? Through which instruments? Can the informal
context really re-discover itself as explorative land of new knowledge?