Modeling and Understanding Texts in Learning Contexts

1060

Abstract

The paper focuses on the role of mediation in adolescent learning and, in particular, on the development of the ability to understand scientific/popular scientific texts in adolescents. The hypothesis was that compre- hension of a science text requires a highly developed conceptual thinking in the field of knowledge to which the text refers and therefore cannot be formed simply through 'teaching one to read'. The paper describes how modeling in the learning context was organized using an experimental school course in biology ("Evolution" section for 9th class) and gives a logical/object-oriented and logical/psychological analysis of the introduction of a concept of natural selection. The outcomes of the final diagnostics of four groups of 9th class students of Moscow schools (the total of 131 students) using a technique created by the authors revealed significant dif- ferences in reading comprehension between the students of experimental classes (that is, the ones participat- ing in the developmental research) and the students of control classes who were taught the theory of evolution in a traditional way.

General Information

Keywords: reading literacy, reading comprehension, sign mediation, modeling in learning contexts, theory of evolution, natural selection.

Journal rubric: Memorable Dates

Article type: scientific article

For citation: Chudinova E.V., Zaitseva V.Y. Modeling and Understanding Texts in Learning Contexts. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2014. Vol. 10, no. 1, pp. 44–53. (In Russ., аbstr. in Engl.)

References

  1. Bibler V.S. Kant-Galilej-Kant [Kant-Galilei-Kant]. Moscow: Publ. Mysl', 1991. 320 p.
  2. Davydov V.V. Teorija razvivajushhego obuchenija [The theory of developmental education]. Moscow: INTOR,1996. 544 p.
  3. Nezhnov P.G. Oposredstvovanie i spontannost' v modeli "kul'turnogo razvitija" [Mediation and spontaneity in the model of "cultural development"]. Vestnik MGU.Serija 14. Psihologija [Herald of MGU, ser. 14, Psychology], 2007. № 1. P. 133—146.
  4. Zuckerman G.A. Ocenka chitatel'skoj gramotnosti. Mate-rialy k obsuzhdeniju (na pravah rukopisi) [Rating read- ership literacy. Materials for discussion (as a manuscript)]. Moscow, 2010. 67 p.
  5. Chudinova E.V., Zajceva V.E. Uchebnaja model' kak edinica obuchenija i zerno razvitija [Model as a unit of learn- ing and developing embryo]. Kul'turno-istoricheskaya psi- hologiya [Kultural-historicak psychology], 2009. № 4. P. 83—93.
  6. Jel'konin D.B. Razvitie ustnoj i pis'mennoj rechi uchash- hihsja [Development of oral and written language of stu- dents].Moscow: Publ. INTOR, 1998. 112 p.
  7. Barluenga M., Stolting K.N., Salzburger W., Muschick M., Meyer A. Sympatric speciation in Nicaraguan crater lake cich- lid fish. Nature. 2006. V. 439. № 9. P 719—23. doi:10.1038/ nature04325.
  8. PISA 2009. Assesment Framework. Key competencies in reading, mathematics and science [электронный ресурс] // OECD/ Better policies for better lives. 2009. Available at: http://www.oecd.org : (Accessed 04.05.2010).

Information About the Authors

Ellena V. Chudinova, PhD in Psychology, Leading Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3923-781X, e-mail: chudinova_e@mail.ru

V. Y. Zaitseva, Biology Teacher, school 67, Moscow, Russia, e-mail: zaiceva@67sch.ru

Metrics

Views

Total: 2425
Previous month: 11
Current month: 14

Downloads

Total: 1060
Previous month: 5
Current month: 2