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Psychological Science and Education
2018. Vol. 23, no. 1, 126–136
https://doi.org/10.17759/pse.2018230111
ISSN: 1814-2052 / 2311-7273 (online)

Psychological Research as a Resource of Educational Practice Development: Scientific Projects of the Psychological Institute

 
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Abstract

The article deals with the issues of introducing outcomes of fundamental psychological studies into the practice of Russian education. The example of the Psychological Institute of the Russian Academy of Education, one of the oldest Russian scientific centres that studies cognitive, personal and psychophysiological spheres in children and adults, illustrates the main principle of integration of science and educational practice: fundamental substantiation of applied products created for the educational system, with the conceptual level of psychological knowledge functioning as the basis for modelling highly effective psychological and pedagogical instruments. It is shown that although practice makes high demand for scientific foundation, the most urgent problem is the absence of an effective mechanism of integration of scientifically based psychological tools that can be used to optimize the education process. Nevertheless, the need for scientifically grounded means of reacting to the challenges of our time is reflected in contemporary studies carried out in Russian schools, which proves the high potential that the fundamental research has for the development of the Russian educational system.

General Information

Keywords: fundamental psychological research, introduction, integration of science and education, demand for the results of scientific studies by the educational practice

Journal rubric: Developmental Psychology

OpenAlex citations: 1

OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Education and Professional Development

Information about the work in OpenAlex

Number of citations: 1

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

Topic detailsв OpenAlex

Education and Professional Development

This cluster of papers explores trends in higher education, focusing on digitalization, pedagogical innovation, professional development, educational technology, sustainability, entrepreneurship, student-centered learning, e-learning, and educational management.

Number of works: 15401  |  Total number of citations: 24548

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2018230111

Published

For citation: Rubtsov, V.V., Shookova, G.V. (2018). Psychological Research as a Resource of Educational Practice Development: Scientific Projects of the Psychological Institute. Psychological Science and Education, 23(1), 126–136. (In Russ.). https://doi.org/10.17759/pse.2018230111

© Rubtsov V.V., Shookova G.V., 2018

License: CC BY-NC 4.0

References

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Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology and Education, President, Federation of Educational Psychologists of Russia, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2050-8587, e-mail: rubtsovvv@mgppu.ru

G. V. Shookova, Candidate of Science (Psychology), First Deputy Director, FSBSI “Psychological Institute of Russian Academy of Education”, Moscow, Russian Federation, e-mail: shookova@yandex.ru

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