Characteristics of changes in metacognitive actions in primary school

When teaching in the second grade, we studied positive changes in metacognitive actions associated with the transition of children in solving problems from formal actions to meaningful actions aimed at analyzing ways of solving problems. The aim of the study is to determine the conditions for these changes in metacognitive actions. It was assumed that one condition would be the curriculum, the other - the author's developmental program "Metacognition", which includes 30 types of search problems of non-educational content: 8 logical problems, 9 comparative problems, 13 route problems. Each type of problem was proposed in three structural variants: finding an answer, finding a question, and finding a part of conditions. The control group consisted of 53 students, the experimental group - 56 students who participated in 30 group sessions (weekly, from September to May). The results of the final diagnostics showed that the children of the experimental group who mastered the curriculum and the program "Metacognition" demonstrate significantly higher results in the use of metacognitive actions of a meaningful nature than the children of the control group who mastered only the curriculum. As a result of the study, it was established that classes under the "Metacognition" program significantly contribute to the transition of children to the use of meaningful metacognitive actions in solving problems. In further research, it is planned to determine the extent to which the Metacognition program contributes to the noted changes in the third and fourth grades of primary school.