The process of ascending from the abstract to the concrete in a school course (on the problem of developing scientific concepts in school education)
Bibliographic Data
| ID | 12944183 |
|---|---|
| Authors | E V Chudinova (Psychological Institute of the Russian Academy of Education, corresponding author) |
| Year | 2025 |
| Volume | 21 |
| Issue | 4 |
| Pages | 89-99 |
| Publication date | 2025-12-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural-Historical Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Publisher | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2025210409 |
| OpenAlex | W7124279487 |
| Language | EN |
| References cited | 6 |
Context and relevance. The ascent from the abstract to the concrete as a principle for developing theoretical concepts in teaching is an important principle of modern didactics. However, building courses on this basis requires logical-subject and logical-psychological analysis. Therefore, there are few examples and descriptions of teaching based on the principle of ascent. Objective. A detailed description of the logic behind the structure and results of teaching 6th and 7th grade students, aimed at clarifying one of the key concepts in biology — the concept of an organism. Hypothesis. Teaching using the logic of progression from the abstract to the concrete ensures the development of conceptual thinking and transforms students' everyday perceptions. Methods and materials. Logical-subject and logical-psychological analysis of the concept of an organism. Formative experiment. Comparative diagnostic examination of the development of the concept of organism using the ‘Sparrow and Birch’ method: experimental classes (227 students, 104 girls and 123 boys), control classes (a total of 199 students, including 86 girls and 113 boys). Results. An example is given of how to teach a key concept in school biology based on the principle of moving from the abstract to the concrete. A comparison between experimental and control classes using the Mann—Whitney criterion revealed significant differences in both the 6th and 7th grades, as well as in the combined analysis of all data (p < 0,001). Conclusions. Traditional biology teaching does not allow students to make significant progress in mastering theoretical concepts. Teaching key concepts in primary school should be structured according to a logic that moves from the abstract to the concrete. Teaching based on this principle not only forms scientific concepts that become the basis for solving various problems, but also transforms students' everyday ideas
Basis (linear algebra · Control (management · Course (navigation · Development (topology · Formative assessment · Key (lock · Process (computing · Animal and Plant Science Education · Education, Leadership, and Health Research · Science Education and Pedagogy
| Highly cited | No |
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