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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

Started in 1996

Published 6 times a year

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The Learning to Learn Problem in Russian Educational Psychology: Main Approaches

Sidneva A.N., Ph.D. in Psychology, senior researcher of the Department of education psychology and pedagogy faculty of psychology, Moscow state University named after M. V. Lomonosov, Moscow, Russia, asidneva@yandex.ru
Abstract
There are many synonymous terms in the Russian literature on educational psychology that describe the reality of the learning to learn (L2L) skill: general learning skills, learning activity, learning independence, learning ability, etc. This makes it difficult to understand the problems of L2L in general, which apparently affects the task of L2L formation. The main purpose of this article is to review the main research approaches to L2L in the Russian educational sciences, to draw distinction between similar terms, and to analyse the problems for which the concept of L2L was initially introduced. We suppose that originally this concept was created to address the issue of knowledge application, but soon the educational practice faced a separate challenge of teaching L2L, hence the task of defining its content. The article provides an analysis of various interpretations of the content of L2L and means of its formation and outlines its main contradictions.

Keywords: learning to learn (L2L), learning, learning activity, learning skills

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2017220605

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