{"id":963,"date":"2025-03-01T07:38:29","date_gmt":"2025-03-01T07:38:29","guid":{"rendered":"https:\/\/cogniquest.eu\/for-teachers\/blog\/kratka-prica-o-metakogniciji\/"},"modified":"2025-04-01T15:47:08","modified_gmt":"2025-04-01T15:47:08","slug":"kratka-prica-o-metakogniciji","status":"publish","type":"post","link":"https:\/\/cogniquest.eu\/hr\/for-teachers\/blog\/kratka-prica-o-metakogniciji\/","title":{"rendered":"Kratka pri\u010da o metakogniciji"},"content":{"rendered":"\n<p>Metakognicija je u sredi\u0161tu na\u0161eg projekta i na\u0161eg bloga, isti\u010du\u0107i njezin utjecaj na u\u010denike i cjelo\u017eivotno u\u010denje. Ali odakle dolazi ovaj koncept i kako je postao klju\u010dna komponenta moderne nastave?  <\/p>\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"683\" src=\"https:\/\/cogniquest.eu\/wp-content\/uploads\/2025\/04\/fb7a69e6-fc44-4a18-b20d-6a2e56eb0781-1024x683.jpg\" alt=\"\" class=\"wp-image-954\" style=\"width:511px;height:auto\" srcset=\"https:\/\/cogniquest.eu\/wp-content\/uploads\/2025\/04\/fb7a69e6-fc44-4a18-b20d-6a2e56eb0781-980x653.jpg 980w, https:\/\/cogniquest.eu\/wp-content\/uploads\/2025\/04\/fb7a69e6-fc44-4a18-b20d-6a2e56eb0781-480x320.jpg 480w\" sizes=\"(min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) and (max-width: 980px) 980px, (min-width: 981px) 1024px, 100vw\" \/><\/figure>\n\n<h2 class=\"wp-block-heading\"><strong>Porijeklo metakognicije<\/strong> <\/h2>\n\n<p>Podrijetlo metakognicije i dalje je te\u0161ko odrediti \u2014 neki istra\u017eiva\u010di ga povezuju s gr\u010dkim filozofima poput Platona <sup data-fn=\"d5158c9c-f12a-4531-99ea-7464c937aeaa\" class=\"fn\"><a href=\"#d5158c9c-f12a-4531-99ea-7464c937aeaa\" id=\"d5158c9c-f12a-4531-99ea-7464c937aeaa-link\">1<\/a><\/sup>\u2014 ali interes za taj koncept zna\u010dajno je porastao od 20. stolje\u0107a. Dok se Johnu Flavellu \u010desto pripisuje slu\u017ebeno uvo\u0111enje metakognicije 1970-ih, njeni se temelji mogu pratiti u radovima s po\u010detka 20. stolje\u0107a. Francuski pedagog Alfred Binet (1905.) istra\u017eivao je &#8220;mentalnu ortopediju&#8221; koja je imala za cilj ja\u010danje vje\u0161tina razmi\u0161ljanja kao odgovor na krutu politiku \u0161kolovanja. Kasnije, 1961. godine, Povjerenstvo za politiku obrazovanja SAD-a pozvalo je na nastavne planove i programe koji kod u\u010denika razvijaju sposobnost <strong>kriti\u010dkog razmi\u0161ljanja<\/strong>, odra\u017eavaju\u0107i sve ve\u0107i interes za kognitivne procese.    <\/p>\n\n<p>Istra\u017eivanja su se nastavila razvijati i do kraja 20. stolje\u0107a metakognicija je bila strukturirana oko tri glavna pristupa: <\/p>\n\n<ul class=\"wp-block-list\">\n<li>Podu\u010davanje op\u0107ih vje\u0161tina razmi\u0161ljanja <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>Pou\u010davanje vje\u0161tina razmi\u0161ljanja specifi\u010dnih za predmet <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>Integracija vje\u0161tina razmi\u0161ljanja kroz nastavni plan i program <\/li>\n<\/ul>\n\n<p>Ova promjena naglasila je potrebu za reformom obrazovnih politika i <strong>davanjem prioriteta metakogniciji u istra\u017eivanju i praksi<\/strong>. <\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Metakognicija u 21. stolje\u0107u<\/strong> <\/h2>\n\n<p>21. stolje\u0107e donijelo je brojne izazove koji zahtijevaju<strong> prilagodljive metode u\u010denja<\/strong>. Brza evolucija znanja, potaknuta IKT-om (informacijska i komunikacijska tehnologija) i digitalnim u\u010denjem, promijenila je na\u010din na koji podu\u010davamo. Okvir \u201cvje\u0161tina 21. stolje\u0107a\u201d sada se usredoto\u010duje na sposobnosti kao \u0161to su <strong>kriti\u010dko mi\u0161ljenje, kreativnost<\/strong> i <strong>samoregulacija<\/strong>.   <\/p>\n\n<p>Ove potrebe dodatno je ubrzala pandemija COVID-19, koja je naglasila <strong>hitnost promjena u obrazovanju<\/strong>, posebice potrebu za <strong>samostalnim u\u010denjem<\/strong>. Nagli prelazak na obrazovanje na daljinu razotkrio je nejednakosti u digitalnom pristupu i podu\u010davanju, poja\u010davaju\u0107i va\u017enost metakognitivnih vje\u0161tina za neovisno i samoregulirano u\u010denje.  <\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Metakognicija i europske obrazovne politike<\/strong> <\/h2>\n\n<p>Europska unija je prepoznala va\u017enost metakognitivnih vje\u0161tina u obrazovanju. Godine 2000. Lisabonska strategija uvela je klju\u010dne kompetencije, uklju\u010duju\u0107i &#8220;<strong>u\u010denje za u\u010denje<\/strong>&#8220;, kao klju\u010dne za pomo\u0107 u\u010denicima da napreduju u \u0161koli i \u017eivotu. Nedavno je Preporuka Vije\u0107a od 22. svibnja 2018 <sup data-fn=\"10d233b7-c3e6-4008-8be1-5ab4a13bddd6\" class=\"fn\"><a href=\"#10d233b7-c3e6-4008-8be1-5ab4a13bddd6\" id=\"10d233b7-c3e6-4008-8be1-5ab4a13bddd6-link\">2<\/a><\/sup>. osna\u017eila ideju da je <strong>cjelo\u017eivotno u\u010denje<\/strong> klju\u010dno za pripremu u\u010denika za svijet koji se brzo razvija.   <\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Izazovi i mogu\u0107nosti u europskim \u0161kolama<\/strong> <\/h2>\n\n<p>Dok europske zemlje rade na zajedni\u010dkim obrazovnim ciljevima, i dalje postoje velike razlike u na\u010dinu rada \u0161kola (veli\u010dina razreda, broj obveznih \u0161kolskih godina, metode pou\u010davanja&#8230;). Osim toga, uspje\u0161nost u\u010denika tako\u0111er je \u010desto povezana s njihovim socio-ekonomskim porijeklom <sup data-fn=\"599e99ad-0d26-453d-819d-b23fe2b69638\" class=\"fn\"><a href=\"#599e99ad-0d26-453d-819d-b23fe2b69638\" id=\"599e99ad-0d26-453d-819d-b23fe2b69638-link\">3<\/a><\/sup>, \u0161to jasno pokazuje da obrazovni sustavi moraju biti inkluzivniji.  <\/p>\n\n<p>U isto vrijeme, studije poput TALIS-a (2018.) otkrile su da se vje\u0161tine kao \u0161to su <strong>samoprocjena i samostalno u\u010denje<\/strong> ne podu\u010davaju \u0161iroko u mnogim europskim u\u010dionicama, iako su njihove prednosti u uspjehu u\u010denika ve\u0107 dokazane. Poticanje ovakvih pristupa u \u0161kolama moglo bi pomo\u0107i svim u\u010denicima da postanu <strong>samouvjereniji i bolje promi\u0161ljaju svijet oko sebe<\/strong>.  <\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Budu\u0107nost metakognicije u Europi<\/strong> <\/h2>\n\n<p>Iako jo\u0161 uvijek nedostaje jedinstveni europski pristup metakogniciji, interes za njegovu primjenu raste. Europske inicijative, poput projekta <strong>CogniQuest<\/strong>, opremaju u\u010ditelje i u\u010denike prakti\u010dnim resursima za poticanje samoreguliranog u\u010denja u razli\u010ditim obrazovnim kontekstima.  <\/p>\n\n<p>Kako bi se u potpunosti iskoristio potencijal metakognicije, neophodna je stalna suradnja me\u0111u edukatorima, kreatorima politika i istra\u017eiva\u010dima. Ja\u010danje metakognitivnih praksi u europskim \u0161kolama mo\u017ee osna\u017eiti u\u010denike da postanu autonomni u\u010denici \u2013 bolje opremljeni za izazove 21. stolje\u0107a.  <\/p>\n\n<p><\/p>\n\n<p><\/p>\n\n<h2 class=\"wp-block-heading\"><strong>Bibliografija<\/strong> <\/h2>\n\n<p>Council Recommendation on Key Competences for Lifelong Learning. <em>European Education Area. <\/em><a href=\"https:\/\/education.ec.europa.eu\/focus-topics\/improving-quality\/key-competences\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/education.ec.europa.eu\/focus-topics\/improving-quality\/key-competences<\/a>.<\/p>\n\n<p>DEPP. (2023). <em>Education in Europe: Key figures 2022, 4th edition<\/em>. <a href=\"https:\/\/www.education.gouv.fr\/education-europe-key-figures-2022-378422\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.education.gouv.fr\/education-europe-key-figures-2022-378422<\/a>. <\/p>\n\n<p>European Commission. (2019). <em> Directorate-General for Education, Youth, Sport and Culture\/\u202fKey competences for lifelong learning. <\/em>Publications Office,<em> <\/em><a href=\"https:\/\/data.europa.eu\/doi\/10.2766\/569540\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>https:\/\/data.europa.eu\/doi\/10.2766\/569540<\/strong><\/a>. <\/p>\n\n<p>Georghiades, P., (2004). From the general to the situated: three decades of metacognition. <em>International Journal of Science Education<\/em>, 26(3), 365-383. DOI: 10.1080\/0950069032000119401.  <\/p>\n\n<p>OECD. (2023). <em>PISA 2022 Results (Volume I): The State of Learning and Equity in Education,<\/em> PISA, OECD Publishing, Paris, <a href=\"https:\/\/doi.org\/10.1787\/53f23881-en\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1787\/53f23881-en<\/a>.  <\/p>\n\n<p>Schleicher, A. (2023). <em>PISA 2022: Insights and Interpretations<\/em>. OECD.  <\/p>\n\n<p>Vincent-Lancrin, S., Cobo Roman\u00ed, C. and Reimers, F. (eds.) (2022). <em>How Learning Continued during the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers<\/em>. OECD Publishing, Paris, <a href=\"https:\/\/doi.org\/10.1787\/bbeca162-en\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1787\/bbeca162-en<\/a>.  <\/p>\n\n<p><\/p>\n<ol class=\"wp-block-footnotes has-small-font-size\"><li id=\"d5158c9c-f12a-4531-99ea-7464c937aeaa\">Georghiades, P., (2004). From the general to the situated: three decades of metacognition. <em>International Journal of Science Education<\/em>, 26(3), 365-383. DOI: 10.1080\/095006903200011940.   <a href=\"#d5158c9c-f12a-4531-99ea-7464c937aeaa-link\" aria-label=\"Sko\u010di na referencu fusnote 1\">\u21a9\ufe0e<\/a><\/li><li id=\"10d233b7-c3e6-4008-8be1-5ab4a13bddd6\">Council Recommendation on Key Competences for Lifelong Learning. <em>European Education Area. <\/em><a href=\"https:\/\/education.ec.europa.eu\/focus-topics\/improving-quality\/key-competences\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/education.ec.europa.eu\/focus-topics\/improving-quality\/key-competences<\/a>. <a href=\"#10d233b7-c3e6-4008-8be1-5ab4a13bddd6-link\" aria-label=\"Sko\u010di na referencu fusnote 2\">\u21a9\ufe0e<\/a><\/li><li id=\"599e99ad-0d26-453d-819d-b23fe2b69638\">OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, <a href=\"https:\/\/doi.org\/10.1787\/53f23881-en\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1787\/53f23881-en<\/a>.    <a href=\"#599e99ad-0d26-453d-819d-b23fe2b69638-link\" aria-label=\"Sko\u010di na referencu fusnote 3\">\u21a9\ufe0e<\/a><\/li><\/ol>","protected":false},"excerpt":{"rendered":"<p>Metakognicija je u sredi\u0161tu na\u0161eg projekta i na\u0161eg bloga, isti\u010du\u0107i njezin utjecaj na u\u010denike i cjelo\u017eivotno u\u010denje. Ali odakle dolazi ovaj koncept i kako je postao klju\u010dna komponenta moderne nastave? Porijeklo metakognicije Podrijetlo metakognicije i dalje je te\u0161ko odrediti \u2014 neki istra\u017eiva\u010di ga povezuju s gr\u010dkim filozofima poput Platona \u2014 ali interes za taj koncept [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":955,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":"[{\"content\":\"Georghiades, P., (2004). From the general to the situated: three decades of metacognition. <em>International Journal of Science Education<\\\/em>, 26(3), 365-383. DOI: 10.1080\\\/095006903200011940.  \",\"id\":\"d5158c9c-f12a-4531-99ea-7464c937aeaa\"},{\"content\":\"Council Recommendation on Key Competences for Lifelong Learning. <em>European Education Area. <\\\/em><a href=\\\"https:\\\/\\\/education.ec.europa.eu\\\/focus-topics\\\/improving-quality\\\/key-competences\\\" target=\\\"_blank\\\" rel=\\\"noreferrer noopener\\\">https:\\\/\\\/education.ec.europa.eu\\\/focus-topics\\\/improving-quality\\\/key-competences<\\\/a>.\",\"id\":\"10d233b7-c3e6-4008-8be1-5ab4a13bddd6\"},{\"content\":\"OECD. (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, <a href=\\\"https:\\\/\\\/doi.org\\\/10.1787\\\/53f23881-en\\\" target=\\\"_blank\\\" rel=\\\"noreferrer noopener\\\">https:\\\/\\\/doi.org\\\/10.1787\\\/53f23881-en<\\\/a>.   \",\"id\":\"599e99ad-0d26-453d-819d-b23fe2b69638\"}]"},"categories":[5],"tags":[],"class_list":["post-963","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-hr"],"acf":[],"_links":{"self":[{"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/posts\/963","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/comments?post=963"}],"version-history":[{"count":1,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/posts\/963\/revisions"}],"predecessor-version":[{"id":964,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/posts\/963\/revisions\/964"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/media\/955"}],"wp:attachment":[{"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/media?parent=963"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/categories?post=963"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cogniquest.eu\/hr\/wp-json\/wp\/v2\/tags?post=963"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}