G A Zuckerman
Biographic Data
| ID | 6604423 |
|---|---|
| NAME | G A Zuckerman |
| GIVEN NAMES | G A |
| FAMILY NAME | Zuckerman |
| SIGNATURE | ZUCKERMAN G A |
| AFFILIATIONS | Psychological Institute of the Russian Academy of Education |
| ORCID | 0000-0002-7982-6424 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
School of D.B.Elkonin - V.V.Davydov: From Research History to Research Perspectives
The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin —– V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in s…
Interpsychological Origin of the Educational Action of Modeling
The content of education becomes the key to the development of the learner's agency when the teacher encourages children to independently construct a new concept using educational models. Using the case study method, we analyzed child-adult interactions at one of the key points of the emergence of children's independence in working with educational models. For this study we analyzed the lessons, where the primer by D.B. Elkonin was used. The focu…
In Search of the Subject of Learning Activity
Our research on the interpsychological interaction of teachers and first graders was carried out by microanalysis of two cases when the identical learning tasks were set. This method of clinical research makes it possible to expose the theoretical dimensions of an interpsychological action when (1) both a child and adult solve a new task for the first time, acting on their own accord and on their own initiatives and designs, (2) the nonadditive e…
On the Criteria of Activity-Based Education
The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such t…
Interpsychological Exists
Is there a joint, cooperative action taking place every time pupils do something in fours in a lesson, for instance, discuss the content of a text according to the task given by a teacher? Using clinical research of simple child-adult interactions, we explain how the following essential features of interpsychological action can be found in children’s activities: (1) a child’s initiative in solving the task (2) intersection of children’s initiativ…
From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)
On July 10, 2018 a discussion seminar “From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School” was held at the Moscow State University of Psychology and Education dedicated to the 70th birthday of professor Vitaly Rubtsov, Rector of MSUPE. Some of the discussed topics were: “Sociogenesis and the productive nature of joint action”, “From co-operation to co-creation: new forms of community in joi…
Introducing Basic Concepts: In Search of the Missing Scaffolds
What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion.…
Play and Learning: How the Two Leading Activities Meet
The transition from preschool to school age is a period when conceptual play may become the source of initiative and independence for a child — the very elements that learning activity lacks in its origins. The narrative plot of conceptual play helps children yet not capable of system thinking; it maintains the integrity and coherence of separate tasks given by a teacher, makes them more emotionally significant and provides new meanings for the c…
From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)
On July 10, 2018 a discussion seminar “From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School” was held at the Moscow State University of Psychology and Education dedicated to the 70th birthday of professor Vitaly Rubtsov, Rector of MSUPE. Some of the discussed topics were: “Sociogenesis and the productive nature of joint action”, “From co-operation to co-creation: new forms of community in joi…
Introducing Basic Concepts: In Search of the Missing Scaffolds
What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion.…
In Search of the Subject of Learning Activity
Our research on the interpsychological interaction of teachers and first graders was carried out by microanalysis of two cases when the identical learning tasks were set. This method of clinical research makes it possible to expose the theoretical dimensions of an interpsychological action when (1) both a child and adult solve a new task for the first time, acting on their own accord and on their own initiatives and designs, (2) the nonadditive e…
On the Criteria of Activity-Based Education
The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such t…
Play and Learning: How the Two Leading Activities Meet
The transition from preschool to school age is a period when conceptual play may become the source of initiative and independence for a child — the very elements that learning activity lacks in its origins. The narrative plot of conceptual play helps children yet not capable of system thinking; it maintains the integrity and coherence of separate tasks given by a teacher, makes them more emotionally significant and provides new meanings for the c…
Introducing Basic Concepts: In Search of the Missing Scaffolds
What are the conditions for the intersection and mutual enrichment of two separate lines of development of conceptual thinking – those of everyday and scientific notions? We assume that such intersection would require at least two conditions. The first one is well known: it is modeling of essential properties of the subject under study. Educational models are providing hand-on actions of the young student with a theoretical content of the notion.…
Interpsychological Exists
Is there a joint, cooperative action taking place every time pupils do something in fours in a lesson, for instance, discuss the content of a text according to the task given by a teacher? Using clinical research of simple child-adult interactions, we explain how the following essential features of interpsychological action can be found in children’s activities: (1) a child’s initiative in solving the task (2) intersection of children’s initiativ…
From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)
On July 10, 2018 a discussion seminar “From Joint Activity to the Construction of New Social Communities: Jointness. Creativity. Education. School” was held at the Moscow State University of Psychology and Education dedicated to the 70th birthday of professor Vitaly Rubtsov, Rector of MSUPE. Some of the discussed topics were: “Sociogenesis and the productive nature of joint action”, “From co-operation to co-creation: new forms of community in joi…
On the Criteria of Activity-Based Education
The goal of this article is to discuss diagnostic criteria that are directly observable and at the same time allow to judge with sufficient reliability whether learning is activity-based not only in its project, but also in its implementation - in a cooperative child-adult action. Only one criterion is proposed here: children's initiative aimed at discovering and appropriating new concepts. In an attempt to elucidate the blurred meaning of such t…
In Search of the Subject of Learning Activity
Our research on the interpsychological interaction of teachers and first graders was carried out by microanalysis of two cases when the identical learning tasks were set. This method of clinical research makes it possible to expose the theoretical dimensions of an interpsychological action when (1) both a child and adult solve a new task for the first time, acting on their own accord and on their own initiatives and designs, (2) the nonadditive e…
School of D.B.Elkonin - V.V.Davydov: From Research History to Research Perspectives
The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin —– V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in s…
Interpsychological Origin of the Educational Action of Modeling
The content of education becomes the key to the development of the learner's agency when the teacher encourages children to independently construct a new concept using educational models. Using the case study method, we analyzed child-adult interactions at one of the key points of the emergence of children's independence in working with educational models. For this study we analyzed the lessons, where the primer by D.B. Elkonin was used. The focu…
Psychology (6 works) · Action (physics (5 works) · Social Psychology (5 works) · Social Psychology (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Educational and Psychological Assessments (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Sociology (3 works)