Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice About PsyJournals.ruContact Us

  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

Free of fees
Open Access Journal

 

On the Problem of the Psychological Criteria for Evaluating Electronic Textbooks

Panov V.I., Doctor in Psychology, Professor, Corresponding Member, Deputy head of the Psychological Institute, Russian Academy of Education, Moscow, Russia, ecovip@mail.ru
Krupa T.V., Ph.D. in Psychology, director of Department of educational projects of the Laboratory of ecopsychology, Psychological Institute RAE, Moscow, Russia
Abstract
This article discusses the problem of psychological criteria formation for assessing the deve-lopmental effect of electronic textbooks (ET). Currently in Russian schools a widespread adoption of information and communication technologies takes place. The innovative and developmental nature of these technologies (including ET) is initially emphasized. However, assessment of ET is usually limited to their technical and didactic aspects. The question to what extent the reproduced in the ET educational technology is aimed at not only transferring the knowledge and skills in a particular subject, but also aimed at the development of student abilities is not considered. In order to develop criteria for psychological assessment of ET direction on development psychological differences between the three main educational paradigms were used. Didactic paradigm: where the source for educational technology construction (and, consequently ET) is the content and logic of a scientific field that is reproduced in the form of a specific educational discipline. Didactic and psychological paradigm: the same didactic paradigm, but including psychological knowledge and techniques in the form of school psychological services, classes of psychological development (attention, memory, thinking, imagination, etc.), and other. Psycho-didactic paradigm: the main background for educational technologies construction in this case is psychological principles and features of students’ cognitive and personality development that are put into “form” of a teaching material. The subject content and skills are transformed into the tool of cognitive and / or personal abilities development of students. Based on psycho-didactic algorithm of educational technologies and systems assessment the parameters of the educational technologies are shown. They can be used as psychological criteria for directivity on development evaluation of ET. These parameters formed the basis of our study. The article describes: 1) psychological criteria and a method developed on their basis (a questionnaire) for the assessment of developmental directedness of ET; 2) results of a pilot study of the reviewed version of this questionnaire among Russian schools teachers to assess the possibility of their involvement as experts in the future phase of the ET study.

Keywords: psychological assessment, electronic textbooks (ET), directivity on development of ET, educational paradigm, psych-didactic algorithm of designing and assessment, psychological criteria, method of psychological examination by ET, expert evaluation, testing, teachers.

Column: Educational Psychology

For Reference

References
  1. Davydov V.V. Teorija razvivajuwego obuchenija. M., 1996.
  2. Zinchenko V.P. Psihologicheskie osnovy pedagogiki. M., 2002.
  3. Krupa T.V. Psihologicheskie kriterii jekspertizy jelektronnyh uchebnyh posobij. Diss … kand.psihol.n., Moskva: Psihologicheskij institut RAO, 2006.
  4. Panov V.I. Psihodidaktika obrazovatel'nyh sistem: teorija i praktika. SPb., 2007.
  5. Panov V.I. Ot razvivajuwego obuchenija k razvivajuwemu obrazovaniju // Izvestija Rossijskoj Akademii obrazovanija. M.,2000, №2.
  6. Panov V.I. Psihologicheskie aspekty postroenija obrazovatel'nyh tehnologij kak uslovie optimizacii razvitija// Mir psihologii, 2004, №1.
  7. Panov V.I. Jekologicheskaja psihologija: Opyt postroenija metodologii. M.: Nauka, 2004.
  8. Rubcov V.V. Osnovy social'no-geneticheskoj psihologii. M.: «Institut prakticheskoj psihologii», Voronezh, 1996.
  9. Rubcov V.V. Psihologicheskaja podderzhka sovremennogo obrazovanija // Izvestija Rossijskoj akademii obrazovanija. M., 1999.
  10. Uchitelju ob odarennyh detjah / Pod red. V.P.Lebedevoj, V.I.Panova. M.: Molodaja gvardija. 1997.
  11. Fel'dshtejn D.I. Social'no razvitie v prostranstve-vremeni Detstva. M., 1997.
  12. Jel'konin D.B. Psihologija obuchenija mladshego shkol'nika. M., 1970.
comments powered by Disqus
 
About PsyJournals.ruLaureate of the XIV National psychological contest «Golden Psyche» at the results of 2012

© 1997–2019 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube Яндекс.Метрика