Trial-productive Action of Younger Adolescents (on the Material of Coordination of Educational Subjects of Biology and Literature)
Bibliographic Data
| ID | 12944300 |
|---|---|
| Authors | Z N Novlianskaya (Psychological Institute of the Russian Academy of Education, corresponding author), Е В Чудинова (0000-0002-3923-781X, Psychological Institute of the Russian Academy of Education) |
| Year | 2024 |
| Volume | 20 |
| Issue | 1 |
| Pages | 38-47 |
| Publication date | 2024-04-22 |
| 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.2024200106 |
| OpenAlex | W4394996627 |
| Language | EN |
| References cited | 10 |
The work is aimed at identifying the norm of development of test-and-productive action in younger adolescents. The study presents creative and test works analysis of 114 6th-year students taking the course "New Biology" in the frame of the D.B.Elkonin-V.V.Davydov system. The creative task they perform requires study subjects coordination; i.e. transformation of the natural science physiological processes eventivity into the eventivity of a verbal artistic work, framed by the laws of cultural forms, specific for literature. This type of task may be considered as a provocation of a learning trial, and its successful fulfilment as a trial-and-productive author action. We highlighted and described typical variants of performing this work, demonstrating the diversity of ways in which the scientific concept of breathing is integrated into the learning process. As the age development norm, the highest possible achievement, is a successfully realized "double" trial, when artistic success is combined with adequate use of biological concepts. A well-developed and sufficiently disciplined imagination allows a student to accept/set proper task and avoid falling into a semantic hole of underconstructed scientific concept, and to build an adequate artistic image that helps to hold onto shaky ground of conceptual supports
Action (physics · Biology · Mathematics education · Physics · Educational Innovations and Challenges · Educational Methods and Teacher Development · Psychology · Psychology of Development and Education
| Highly cited | No |
|---|