Metakognityvinių gebėjimų ugdymas socialinio ugdymo pamokose

Abstract

A metacognitive strategy that encourages pupils not only to gain knowledge, but to develop the ability to learn consciously, is expanding in documents that regulate education, discussing the organization of development in heterogeneous classes. This article analyses the specific aspects of the adaptation of metacognitive learning strategies in primary schools, highlighting the common trends of metacognitive learning that are dominant in social education lessons.
A half-structured interview method was applied in order to receive the data under discussion. The interview included twelve pedagogues responsible for the administration of the social development curriculum: six of them are primary school teachers, while the other six are teachers of history, political science, civics and law.
In summarizing the results of the research, it was determined that metacognitive learning is of a fragmented nature. The development of competences that are based on metacognitive abilities are most often linked with the pedagogues’ earlier theoretical preparation: including pupils in discussions about the learning/teaching process, cooperating with other pedagogues and parents, taking into consideration the motivation of pupils to be active, the stage of organizing a lesson by employing strategies that form a return tie, a multi-level social activity tied to the choices and other actions of the pupils themselves; however the results of the empirical research on the analysis of the lesson protocols show that the primary barrier to successful meta-cognitive learning is still the actions of a pedagogue that are based on the rules of the classical development paradigm in different stages of a lesson.