How Do Primary Schoolchildren Use Concept Definitions in Recognition Tasks? Orientation Towards Given Knowledge in Two Different Educational Systems

Sidneva, Anastasia; Vysotskaya, Elena; Korotaeva, Irina V.; Mozharovsky, Igor L.; Shinelis, Valeria A.

doi:10.11621/pir.2020.0203

Cited by 5 publications

(5 citation statements)

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“…The better the students distinguish the essential sentences of the text, the better they work with the definition, using it as a real tool for actions of recognition. Our previous studies confirmed this result even among fourth-graders, in spite of the fact that we used different techniques for text comprehension and assessment (Sidneva et al, 2020). As for university students, those who are better at highlighting the main thing in the explanatory text, as a rule, were better at logical reasoning (the Baddeley test) and searching for an influencing variable based on experience data ("the plant problem").…”

Section: Discussionsupporting

confidence: 66%

“…Vysotskaya and her colleagues (Vysotskaya et al, 2020), the condition for full comprehension of educational texts is their specially developed content, which describes the purposeful transformation of natural material in accordance with the tasks of human activity ("from an ear to a loaf", "from a stem to a shirt", "from ore to iron"). This makes it possible for students to simulate the process of creating a thing that a person needs (what happened, how it happened, what the action was) based on the analysis and transformation of the text itself (Vysotskaya et al, 2020). The task of building a model, therefore, directly mediates text comprehension.…”

Section: Cognitive and Metacognitive Components In Text Comprehension...mentioning

confidence: 99%

“…In Russia, there is a specific curriculum (the El'konin-Davydov educational system) built on providing the conditions for children to understand why certain concepts were created I. V. Korotaeva and A. N. Sidneva 505 in the history of mankind and what their main functions are. Students who are educated according to the El'konin-Davydov curriculum, where conceptual, theoretical thinking is specially cultivated, demonstrate significantly higher levels of understanding of informational texts (Sidneva et al, 2020;Zukerman & Kleshch, 2017).…”

Section: Cognitive and Metacognitive Components In Text Comprehension...mentioning

confidence: 99%

“…Recognition ability. We used the same procedure as in our previous studies (Sidneva et al, 2020). The participants were asked to read the definition of the concept and to perform 10 tasks afterwards.…”

Section: Assessment Of Logical Skillsmentioning

confidence: 99%

“…Two groups of tasks were given in random order for each definition: (a) problems with all the necessary and sufficient conditions to answer the question (regular tasks), and (b) problems that do not provide all the necessary conditions (provocative tasks). We used a very similar method in our previous research (Sidneva et al, 2020). We evaluated the answer as correct if it was justified by the information supplied (the attributes specified in the definition).…”

Section: Assessment Of Logical Skillsmentioning

confidence: 99%

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Metacognitive and cognitive abilities in reading comprehension among Russian upper secondary and undergraduate students: Explanations from different points of view

Korotaeva¹,

Sidneva²

2022

Psihološka obzorja / Horizons of Psychology

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The study was aimed at identifying the characteristics of upper secondary and undergraduate students' ability to learn when working with explanatory learning texts, depending on the level of their logical thinking. The experiment involved 669 thirdand fourth-year university students (future philologists [n = 351], teachers [n = 90], psychologists [n = 96], and soil scientists [n = 132]) and 121 upper secondary students. We used two methods to identify spontaneous strategies for understanding the text: 1) "Select the main sentences" (Mal'skaya & Sidel'nikova, 1984); and 2) "Search for contradictions" (Korotaeva, 2000). We also diagnosed logical thinking, using the following methods: 1) tasks for equalizing variables in the process of confirming and testing hypotheses; 2) "the plant problem" (Kuhn & Brannock, 1977) and 3) the Badelly reasoning test. Our sample showed that understanding of the text is significantly related to the level at which the subject forms logical operations. There was a weak positive correlation between the ability to highlight the main thing and the ability to detect contradictions in the text. The ability to highlight the main thing was significantly and positively associated with the formation of certain logical operations. The study also revealed differences in the quality of work with the text and the mastery of logical techniques between students of different specialties, with the lowest results observed in students of pedagogical specialties. The university students' ability to highlight the main sentences was also compared with that of high school students (Grade 10, mean age 17.3). The results are discussed from two different theoretical standpoints: the Cognitive approach and the Cultural-Historical Activity approach.

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Section: Discussionsupporting

confidence: 66%

Section: Cognitive and Metacognitive Components In Text Comprehension...mentioning

confidence: 99%

Section: Cognitive and Metacognitive Components In Text Comprehension...mentioning

confidence: 99%

Section: Assessment Of Logical Skillsmentioning

confidence: 99%

Section: Assessment Of Logical Skillsmentioning

confidence: 99%

See 3 more Smart Citations

Metacognitive and cognitive abilities in reading comprehension among Russian upper secondary and undergraduate students: Explanations from different points of view

Korotaeva¹,

Sidneva²

2022

Psihološka obzorja / Horizons of Psychology

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Cognitive and Educational Effects of the Elkonin—Davydov System of Developmental Education: Opportunities and Limitations

Гордеева

2020

Cultural-Historical Psychology

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The Elkonin—Davydov system of developmental education has come a long way, from an experimental program to widespread recognition in elementary schools in Russia. The article is dedicated to the analysis of studies devoted to evidence of the effectiveness of the developmental education system in terms of cognitive development and the formation of educational activities. Four main categories of results were identified, according to which the publications were found and analyzed: differences between children from developmental and so-called traditional classes in the level of theoretical thinking; general cognitive development and intelligence; educational strategies and the ability to solve non-standard problems; traditional educational achievements. The analysis allows to conclude that the developmental education system has a significant potential in relation to the development of theoretical thinking of schoolchildren, the ability to learn independently and solve non-standard problems. On the contrary, schoolchildren from developmental education classes do not differ from schoolchildren in traditional education classes in terms of the level of empirical thinking, as well as in terms of learning indicators related to solving standard problems and demonstrating knowledge and skills required by the school curriculum. The author analyzes the limitations of the studies, including their cross-sectional, non-longitudinal nature, lack of measurement before the start of education, specificity of samples (the majority of them being based on material from school-laboratories), shortcomings in the description of the results. The possible reasons for the heterogeneity of the results are also discussed. The analysis allows to conclude that the system of developmental education offers scientifically based and approved pedagogical technology that promotes the gradual “cultivation” in schoolchildren the theoretical thinking, thinking skills and development of the ability to acquire new knowledge.

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Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach

Sidneva

2022

Cultural-Historical Psychology

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In the Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathematics and textbooks in the following programs for grades one through five: “School of Russia”, “The system of D.B. Elkonin — V.V. Davydov” (the programs of both E.I. Alexandrova, and V.V. Davydov and V.F. Gorbov), “Learning to learn”, and “Perspective”. Our study showed that the most significant differences between the programs concerned the type of concepts proposed for assimilation; the type of actions by which these concepts were to be assimilated and practiced; and how the means of these actions were provided. The selected criteria corresponded most closely to the program of E.I. Alexandrova, which was created within the framework of the educational complex “The system of D.B. Elkonin — V.V. Davydov”.

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How Do Primary Schoolchildren Use Concept Definitions in Recognition Tasks? Orientation Towards Given Knowledge in Two Different Educational Systems

Cited by 5 publications

References 1 publication

Metacognitive and cognitive abilities in reading comprehension among Russian upper secondary and undergraduate students: Explanations from different points of view

Metacognitive and cognitive abilities in reading comprehension among Russian upper secondary and undergraduate students: Explanations from different points of view

Cognitive and Educational Effects of the Elkonin—Davydov System of Developmental Education: Opportunities and Limitations

Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach

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