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

1877

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.

General Information

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

Journal rubric: Educational Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2017220605

For citation: Sidneva A.N. The Learning to Learn Problem in Russian Educational Psychology: Main Approaches. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 6, pp. 56–67. DOI: 10.17759/pse.2017220605. (In Russ., аbstr. in Engl.)

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Information About the Authors

Anastasiya N. Sidneva, PhD in Psychology, Senior researcher, Department of Educational psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9815-9049, e-mail: asidneva@yandex.ru

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