PEDAGOGICAL ASPECTS OF DEVELOPING METACOGNITIVE COLLABORATION SKILLS IN ELEMENTARY PUPILS

Аннотация

This article examines the pedagogical aspects of developing metacognitive collaboration skills in future elementary school students. The article explores the importance of metacognitive collaboration skills in modern education, the theoretical foundations for their development, and practical methods for their implementation. Particular attention is paid to pedagogical factors such as the teacher’s role in shaping metacognitive collaboration skills in elementary school students, the organization of the learning environment, the selection of educational materials, and the application of assessment methods. The article also discusses the impact of using digital technologies on the development of metacognitive collaboration skills, theeffectiveness of interactive methods such as problem-based learning, project-based learning, and group learning. The article concludes with practical recommendations and prospective directions for preparing future elementary school students formetacognitivecollaboration skills. Key words: Metacognitive collaboration, elementary school, pedagogy, skills, education, teacher, collaboration, digital technologies. Introduction. Today, the development of students' independent thinking, problem-solving and collaborative skills is of great importance in education. It has become an urgent task to educate individuals who can meet the requirements of the 21st century, independently increase their knowledge, think critically and creatively. Metacognitive collaboration plays an important role in implementing this task. Metacognitive collaboration is an educational approach aimed at understanding, analyzing and managing students' own cognitive processes (thinking, learning, problem-solving), as well as discussing these processes in collaboration with group members, exchanging ideas and jointly building knowledge. In other words, metacognitive collaboration helps students find answers to the questions "how do I study?", "what problem do I solve?", understand and improve their own learning styles. This article analyzes the pedagogical aspects of preparing future primary school teachers for metacognitive collaboration, the methods and possibilities of introducing metacognitive collaboration into the teaching process, as well as effectivestrategies and technologies aimed at developing metacognitivecollaboration. Main part. Many scientists around the world have conducted and substantiated numerous studies on collaboration and metacognition. American psychologist J.H. Flavell noted that metacognition refers to a person's knowledge of their own cognitive processes and products, as well as theuse ofthisknowledge to manage cognitive tasks. Metacognition is a student's awareness oftheir own cognitive processes, learning strategies, and self-management skills. The main concepts of metacognition are: declarative knowledge - the student's knowledge about himself, his abilities and strengths/weaknesses; procedural knowledge – the student’s knowledge of how to learn and what strategies to use; conditional page420 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue07,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai knowledge – the student’s knowledge of what strategies to use in which situations. Metacognition helps studentsplan, monitor, evaluate, and improvetheirown learning. Collaboration is the joint action of two or more individuals to achieve a common goal. Collaborationinvolves interdependence, mutual respect, and jointachievement of success. Metacognitive collaboration is a combination of metacognition and collaboration, in which students not onlythink about theirown learning processes, but also discuss theseprocesses with their peers, develop strategies together, and provide mutual support. Metacognitive collaboration allows students to acquire deeper knowledge, solve problems more effectively, develop critical thinking, and improve their teamwork skills. According to Finnish professor Sanna Jarvela, metacognitive collaboration is a type of collaborative learning that occurs when students consciously discuss, evaluate, and co-regulate their own cognitive processes and strategies, as well as reflect onand influence each other's understanding. Metacognitive collaboration skills include students' ability to understand, plan, evaluate, and regulate their own learning processes, as well as theability to effectively collaborate with peers, exchange ideas, provide mutual assistance, and achieve a common goal. The primary school teacher plays an important role in introducing metacognitive collaboration. The teacher creates a comfortable environment for students to express their thoughts freely and not be afraid to make mistakes. Prepares tasks that encourage students to think metacognitively and require problem-solving. Forms groups of students with different abilities. Guides the process of metacognitive collabor