The COVID-19 era has changed the way most institutions operate, including museums and their educational activities. The aim of this paper is to investigate the types of online learning resources represented on museum websites, as well as to analyse their pedagogical features. Mixed research was applied, while the sample consists of museums included in the relevant portals that provide visibility for cultural institutions in Serbia. The analysis of the research results made it possible to determine the current level of development of pedagogical features of online museum learning resources and to identify opportunities for their improvement.

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This paper deals with the question of how a work of art, implemented in art education lessons, can help lower elementary school students develop metacognitive learning strategies with an emphasis on both their own learning and learning of others. Metacognitive activities related to art encourage students to explore, reflect and learn about their personal knowledge. The contribution of cognitive and affective aspects of learning in teaching art through observation and study of a work of art can be explained using the American psychologist Gardner’s theory of multiple intelligences and the principle of the entry points. Gardner’s understanding of intelligence is useful when planning activities in an art class, or in a museum when studying a work of art. In addition, the paper presents the re- search of Jessica Davis, Gardner’s collaborator, member of the Project Zero team and the creator of the MUSE Project. She organized collaboration between schools and museums, pointing out the great educational potential of museums. The research results have shown that a successful communication through well-designed questions based on the entry points has a positive effect on the development of children’s thinking, exchange of experiences and cooperation during learning. The entry points method can be implemented into teaching, which would improve the curriculum aimed at developing metacognitive learning, encour- aging students to be active and have self-initiative in teaching.