Understanding conceptual text sand master in gconcepts
We address the issue of the relationship between conceptual thinking and understanding of conceptual texts only from the following angle: whether or not can working towards a profound understanding of texts that describe concepts promote the use of these concepts in unusual tasks. Employing the meth...
| Main Authors: | , |
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| Format: | Article |
| Language: | Russian |
| Published: |
Moscow State University of Psychology and Education
2017-10-01
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| Series: | Психологическая наука и образование |
| Subjects: | |
| Online Access: | http://psyjournals.ru/files/87118/pse_2017_n3_Tzukerman_Mite.pdf |
| _version_ | 1818487124726382592 |
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| author | Tsukerman G.A., Kleshch.N.A., |
| author_facet | Tsukerman G.A., Kleshch.N.A., |
| author_sort | Tsukerman G.A., |
| collection | DOAJ |
| description | We address the issue of the relationship between conceptual thinking and understanding of conceptual texts only from the following angle: whether or not can working towards a profound understanding of texts that describe concepts promote the use of these concepts in unusual tasks. Employing the methods of classical statistics and factor analysis, we compare the metasubject outcomes of primary education in two samples of children that differ only in one teaching factor: the experimental classes were consistently working on creating and using conceptual texts. The principle of this teaching work was to establish a situation of bilingualism when introducing new concepts: to write down new characteristics of the studied subject in the language of graphical schemes and at the same time in verbal form and to translate sentences about this subject from one language into another. As it was revealed, this specially organized work with conceptual texts results in the following: (1) an increase in the level of mastery of learnt concepts if these concepts are presented in verbal form; (2) a better understanding of information texts with unfamiliar conceptual content, that is, one of the key elements in self-learning emerges. |
| first_indexed | 2024-12-10T16:33:10Z |
| format | Article |
| id | doaj.art-aff0460ba41c461a9cfba1e1c50e6c31 |
| institution | Directory Open Access Journal |
| issn | 1814-2052 2311-7273 |
| language | Russian |
| last_indexed | 2024-12-10T16:33:10Z |
| publishDate | 2017-10-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психологическая наука и образование |
| spelling | doaj.art-aff0460ba41c461a9cfba1e1c50e6c312022-12-22T01:41:30ZrusMoscow State University of Psychology and EducationПсихологическая наука и образование1814-20522311-72732017-10-01223192710.17759/pse.2017220302Understanding conceptual text sand master in gconceptsTsukerman G.A.,0Kleshch.N.A., 1Psychological Institute of the Russian Academy of Education, Moscow, Russia, State Budgetary Educational Institution School № 91We address the issue of the relationship between conceptual thinking and understanding of conceptual texts only from the following angle: whether or not can working towards a profound understanding of texts that describe concepts promote the use of these concepts in unusual tasks. Employing the methods of classical statistics and factor analysis, we compare the metasubject outcomes of primary education in two samples of children that differ only in one teaching factor: the experimental classes were consistently working on creating and using conceptual texts. The principle of this teaching work was to establish a situation of bilingualism when introducing new concepts: to write down new characteristics of the studied subject in the language of graphical schemes and at the same time in verbal form and to translate sentences about this subject from one language into another. As it was revealed, this specially organized work with conceptual texts results in the following: (1) an increase in the level of mastery of learnt concepts if these concepts are presented in verbal form; (2) a better understanding of information texts with unfamiliar conceptual content, that is, one of the key elements in self-learning emerges.http://psyjournals.ru/files/87118/pse_2017_n3_Tzukerman_Mite.pdfprimary schoolchildrenlearning activitylearning modelsconceptual thinkingconceptual texts |
| spellingShingle | Tsukerman G.A., Kleshch.N.A., Understanding conceptual text sand master in gconcepts Психологическая наука и образование primary schoolchildren learning activity learning models conceptual thinking conceptual texts |
| title | Understanding conceptual text sand master in gconcepts |
| title_full | Understanding conceptual text sand master in gconcepts |
| title_fullStr | Understanding conceptual text sand master in gconcepts |
| title_full_unstemmed | Understanding conceptual text sand master in gconcepts |
| title_short | Understanding conceptual text sand master in gconcepts |
| title_sort | understanding conceptual text sand master in gconcepts |
| topic | primary schoolchildren learning activity learning models conceptual thinking conceptual texts |
| url | http://psyjournals.ru/files/87118/pse_2017_n3_Tzukerman_Mite.pdf |
| work_keys_str_mv | AT tsukermanga understandingconceptualtextsandmasteringconcepts AT kleshchna understandingconceptualtextsandmasteringconcepts |