Abstract:

Analyzes of international measurements (OECD, PISA) point to the underdeveloped level of metacognitive knowledge of pupils' in Slovakia. The present paper focuses on the use of an innovative method of conceptual mapping in the educational process and monitoring its impact on the development of the level of pupils'metacognition.

The main aim of our research was to experimentally verify the importance of conceptual mapping in the teaching process with the emphasis of mapping on the development of pupils' metacognitive knowledge. The experiment was realized in the subject Pedagogy. The diagnostic tool for detecting pupils' metacognitive knowledge (pretest and posttest) was a didactic test - consisted of questions compiled from individual cognitive levels based on the Bloom taxonomy.

After evaluating the results of the experiment, we can conclude that after using the conceptual mapping technique in teaching, there were significant differences in metacognitive knowledge among pupils in the experimental group.

Keywords:

Metacognition, knowledge, conceptual map.