INNOVATIVE METHOD OF CONCEPTUAL MAPPING

Slovak students have demonstrated an insufficiently developed metacognitive level of knowledge in OECD International student assessment PISA testing. This article examines the use of the innovative method of concept mapping in education and monitors its impact on development of metacognition in students. Our research primarily focused on experimental verification of concept mapping in education (specifically in exposition), accentuating the impact of mapping on the development of metacognitive knowledge in students. Testing was carried out on the secondary school subject pedagogy. The experiment used a didactic assessment (pretest/posttest) as a diagnostic tool for identifying the level of metacognitive knowledge in students. The test consisted of individual concept levels based on Bloom's taxonomy. After evaluating the experiment, we can conclude that the use of concept mapping resulted in significant differences in metacognitive knowledge in students in the experiment group.