Mastering Models in a Quasi-learning Situation of Problem-solving
The purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of ass...
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2022-03-01
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| Series: | Психологическая наука и образование |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/psyedu/2022/n1/Vysotskaya_et_al.shtml |
| _version_ | 1818271319212425216 |
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| author | Vysotskaya E.V. Lobanova A.D. Yanishevskaya M.A. |
| author_facet | Vysotskaya E.V. Lobanova A.D. Yanishevskaya M.A. |
| author_sort | Vysotskaya E.V. |
| collection | DOAJ |
| description | The purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The performance of students in the «Transpositions» test (A.Z. Zak), which was designed to identify students' approach to solving inquiry-based problems («empirical» or «theoretical»), showed significant differences in the level of reflection, analysis, and planning between the two groups (according to the Mann-Whitney criterion p<0.01). These results and data analysis allow us to connect the success of the modeling means' acquisition to the predominance of either an «empirical» or a «theoretical» approach to mastering ways of solving a new problem. |
| first_indexed | 2024-12-12T21:24:17Z |
| format | Article |
| id | doaj.art-d1e6704147e34d8582b601475b426247 |
| institution | Directory Open Access Journal |
| issn | 1814-2052 2311-7273 |
| language | Russian |
| last_indexed | 2024-12-12T21:24:17Z |
| publishDate | 2022-03-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Психологическая наука и образование |
| spelling | doaj.art-d1e6704147e34d8582b601475b4262472022-12-22T00:11:29ZrusMoscow State University of Psychology and EducationПсихологическая наука и образование1814-20522311-72732022-03-01271273610.17759/pse.2022270103Mastering Models in a Quasi-learning Situation of Problem-solvingVysotskaya E.V.0https://orcid.org/0000-0003-2692-9531Lobanova A.D.1https://orcid.org/0000-0003-0843-7162Yanishevskaya M.A.2https://orcid.org/0000-0003-2036-2052Psychological Institute of the Russian Academy of Education, Moscow, RussiaPsychological Institute of the Russian Academy of Education, Moscow, RussiaPsychological Institute of the Russian Academy of Education, Moscow, RussiaThe purpose of our work was to study the factors that determine the effectiveness of model acquisition in solving inquiry-based problems (balance scale problem). An experimental lesson, which we conducted in the 4th grade, revealed the differences in the way children refer to a general method of assessing equilibrium provided by the teacher. At the end of the lesson a test was conducted. Its results allowed us to divide the participants (22 students) into two groups according to their success, which depended on whether they applied the model, that they had tried out during the lesson. The performance of students in the «Transpositions» test (A.Z. Zak), which was designed to identify students' approach to solving inquiry-based problems («empirical» or «theoretical»), showed significant differences in the level of reflection, analysis, and planning between the two groups (according to the Mann-Whitney criterion p<0.01). These results and data analysis allow us to connect the success of the modeling means' acquisition to the predominance of either an «empirical» or a «theoretical» approach to mastering ways of solving a new problem.https://psyjournals.ru/en/psyedu/2022/n1/Vysotskaya_et_al.shtmlmeta-subject results of primary school graduates«theoretical» and «empirical» approaches to problem-solvingthe balance-scale problemsymbolic means in concepts' formation |
| spellingShingle | Vysotskaya E.V. Lobanova A.D. Yanishevskaya M.A. Mastering Models in a Quasi-learning Situation of Problem-solving Психологическая наука и образование meta-subject results of primary school graduates «theoretical» and «empirical» approaches to problem-solving the balance-scale problem symbolic means in concepts' formation |
| title | Mastering Models in a Quasi-learning Situation of Problem-solving |
| title_full | Mastering Models in a Quasi-learning Situation of Problem-solving |
| title_fullStr | Mastering Models in a Quasi-learning Situation of Problem-solving |
| title_full_unstemmed | Mastering Models in a Quasi-learning Situation of Problem-solving |
| title_short | Mastering Models in a Quasi-learning Situation of Problem-solving |
| title_sort | mastering models in a quasi learning situation of problem solving |
| topic | meta-subject results of primary school graduates «theoretical» and «empirical» approaches to problem-solving the balance-scale problem symbolic means in concepts' formation |
| url | https://psyjournals.ru/en/psyedu/2022/n1/Vysotskaya_et_al.shtml |
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