Page 53 - Pedagoška vizija / A Pedagogical Vision

Exploring the Content of Cultural Heritage through Project-Based Learning

Metacognition, also known as metacognitive awareness, self-awareness,
self-reflection, and self-regulation (Anderson et al. 2001), is an integral part
of PBL. It involves understanding one’s thought processes, the strategies em-
ployed for particular tasks, and the conditions for their use. It is also the
awareness that one’s knowledge is limited but can be monitored and regu-
lated (Kuhn 2016). Its implementation is best observed during activities and
discussions about different learning strategies, as it is not easily assessed
with traditional tests. Learners with metacognitive knowledge of their learn-
ing strategies can recognize their strengths and weaknesses, facilitating the
transfer of knowledge to new situations (Miceli 2019). Metacognition can
be fostered individually and collaboratively, e.g. through self-inquiry, discus-
sion,reasoning,argumentation,clarification, investigation, and judgment,
encouraging learners to reflect on and evaluate their actions (Kuhn 2016).
Also, engaging in conversations about cognitive processes helps establish
knowledge of these processes (Milligan, Astington, and Dack 2007). Teaching
metacognition positively impacts both academic performance and personal
well-being, fostering students to become more strategic, self-reliant, flexible,
and productive (Bell 2010; Perry, Lundie, and Golder 2018).

The Concept of Cultural Heritage in Slovene School Settings
Cultural heritage encompasses tangible and intangible elements, as well as
the meanings and relations among these elements within historical, socio-
political, and economic contexts (Waterton and Watson 2015). Heritage re-
searchersexplorethepastthroughpersonalandcollectivememoriesevoked
by cultural and political events, collective interpretations, narratives, ancient
objects, etc. (Smith 2007). Cross-generational transmission of knowledge is
seen as a central element in the preservation of memory and co-creation of
cultural heritage (Fakin Bajec 2020), with young people as important stake-
holders in this process (European Commission 2018).
It is important to stress that the concept of cultural heritage is recognized
in school curricula, emphasizing the development of personal, national, and
transnational identities, as well as teaching respect and acceptance in the
present multilingual and multicultural society (Ministrstvo za šolstvo in šport
and Zavod Republike Slovenije za šolstvo 2008a; 2008b; 2008c; 2008d). How-
ever, the approaches to do that in everyday school settings are seldom ap-
propriate (Barghi et al. 2017). One reason is the tendency to focus primarily
on external signs and symbols, which is a superficial approach (Lemut Ba-
jec 2019) and does not allow for the plethora of opportunities that heritage
holds (Fakin Bajec 2019). On the other hand, an interdisciplinary approach,
incorporating the latest scientific insights and respecting in-situ trends, of-
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