| Резюме: |
The main research thesis that has, concentrated efforts on this work, reflects on the specific research perspective to the relation "metacognitive development - museum education -school education", which is object of this study, in terms of the opportunities that provide both educational context to support metacognitive development on didactic interpretation and construction using the relation with the environment, with ourselves and with others. On the basis of the received within the used design data, the study demonstrates the following: The possibility of separating the learning context from the actors and their characteristics (incl. age and experience) on the one hand and its specific content on the other hand, is very relative because of the internal projection of one on the other, making the learning context extremely variable. This greatly hampers the categorical judgments in terms of relation context-result, especially in terms of metacognition due to multifactorial influence and variability of the context. This is true to an even greater extent when different environments and spaces are used. With all described limits, the data on all cuts here indicate that context influences differentially different sides of metacognition here taken and analyzed within understanding that metacognition may be conditionally divided into knowledge of cognition and regulation of cognition The influence of context is much more prominent in the case of transition from museums to school than at school when changing learning contexts constructed while the varying content.
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