О Л Обухова
Biographic Data
| ID | 6828173 |
|---|---|
| NAME | О Л Обухова |
| GIVEN NAMES | О Л |
| FAMILY NAME | Обухова |
| SIGNATURE | ОБУХОВА О Л |
| AFFILIATIONS | Psychological Institute of the Russian Academy of Education |
| ORCID | 0000-0002-1451-2168 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
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…
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.…
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…
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.…
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…
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…
Action (physics (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Educational and Psychological Assessments (2 works) · Epistemology (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works)