Methodological foundations and content-based methodological approaches to the formation of dominant metacognitive competencies of schoolchildren based on an integrative approach

Introduction. The dominant metacognitive competencies of students include critical, reflective and creative thinking. Their systemic development is the most important target of education. The essence of the dominant metacognitive competencies of schoolchildren and the proven expediency of their conjugate formation objectifies the assumption that reliance on an integrative approach to building education, upbringing and development of schoolchildren is the fundamental basis for designing the educational process. The purpose of the study: substantiation of the key importance of the integrative approach for building the process of formation of dominant metacognitive competencies of schoolchildren and the definition of methodological and content-methodical elements included in the circle of pedagogical integration in this context. Materials and methods. The study involved employees of Kuban State University (doctors and candidates of pedagogical and psychological sciences) in the number of 30 people. Methods: theoretical analysis, synthesis and concretization of scientific data; comparison and modeling; expert assessment. During the examination, specially designed forms of expert assessment were used. The results of the study. The validation of the constructed set of methodological foundations for the formation of dominant MCCS of schoolchildren was carried out; according to the results of expert assessment: the integrative approach was recognized as the key, system–forming methodological guideline of the specified process (90% of experts); contextual, subjective, optimization approaches were included in the integrated set of methodological guidelines (73.3% – 93.3% of experts); the content and methodological tools of vitagenic, interactive, problem-based, activity–based approaches (73.3% – 90% of experts). Conclusion. The results of the study are consistent with the general vectors of the research conducted by scientists, complementing them with regard to ensuring the conjugate formation of clusters of metacognitive competencies and specifying certain provisions regarding the content-methodical ways of implementing methodological principles and conditions.