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Psychological Science and Education
2020. Vol. 25, no. 4, 51–59
https://doi.org/10.17759/pse.2020250405
ISSN: 1814-2052 / 2311-7273 (online)

Co-action of Learners: Resolved and Unresolved Issues

 
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Abstract

Experimental research into co-action of learners, its structure and its role in the formation of developmental outcomes of learning in elementary school age was directed by the internal logic of the theory and practice of learning activity created by D.B. Elkonin, V.V. Davydov and their disciples. In 1970–80s, a gap was recognized between the cooperative search for new ways to solve novel educational tasks as performed in the classroom and the basic theory employed in design of the classroom practice. To bridge this gap, two questions were answered: (1) what forms of cooperation and communication are adequate for the content of educational activities based on a theoretical generalization; (2) what is the role of collaboration with peers in shaping core learning activities. The paper describes new challenges that currently face researchers in this area and formulates hypotheses about the nature of co-action. We present the experimental evidence that the Elkonin-Davydov educational system effectively promotes and shapes co-action of learners.

General Information

Keywords: educational system of Elkonin – Davydov, learning action, co-action, adult, peers

Journal rubric: Psychology at School

OpenAlex citations: 17

OpenAlex trends: Innovative Teaching and Learning Methods, Educational and Psychological Assessments, Psychology of Development and Education

Information about the work in OpenAlex

Number of citations: 17

Topics

Innovative Teaching and Learning Methods

This cluster of papers explores the concept of self-regulated learning, encompassing topics such as metacognition, collaborative learning, scaffolding, cognitive apprenticeship, and cooperative learning. It delves into the role of motivation, educational technology, and design-based research in fostering self-regulated learning. Additionally, it discusses the application of social interdependence theory in educational settings.

Number of works: 113429  |  Total number of citations: 1617638

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

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: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/pse.2020250405

Funding. The research was carried out within the State assignment of the Ministry of Science and Higher Education of the Russian Federation, project 075-01416-20-02 “Psychological factors in the development of subjects of educational and professional activity in different environments and types of interaction”.

Published

For citation: Zuckerman, G.A. (2020). Co-action of Learners: Resolved and Unresolved Issues. Psychological Science and Education, 25(4), 51–59. (In Russ.). https://doi.org/10.17759/pse.2020250405

© Zuckerman G.A., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Galina A. Zuckerman, Doctor of Psychology, professor, Leading Research Fellow, Federal Scientific Center for Psychological and Interdisciplinary Research of the Russian Academy of Education (Psychological Institute named after L.V. Shchukina), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-7982-6424, e-mail: galina.zuckerman@gmail.com

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