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Psychological Science and Education
2020. Vol. 25, no. 5, 5–18
https://doi.org/10.17759/pse.2020250501
ISSN: 1814-2052 / 2311-7273 (online)

Vasiliy Davydov: The Founder of Activity Practice in Education

 
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Abstract

The paper analyzes the conceptual framework of the activity-based content of education that was elaborated by Vasiliy Davydov and implemented in a new design of school subjects. The article shows that, in order to promote activity practice in education, Davydov had to develop three project-oriented notions that he integrated into a single system of activity practice: 1. The notion of the structure of the thinking act – the ‘cell’ of any thinking processes acquired by students; 2. The notion of the concept as a system of actions (i.e. the concepts from school subjects, such as ‘number’, ‘phoneme’) that represents the main content of primary education; 3. The notion of a schoolchild’s learning activity as a form of activity aimed at mastering new types of school subjects. The integration of these three notions was possible due to Davydov’s metacognitive approach that allows one to analyze the concretization of the notions about the thinking act using the materials from different school subjects, in different types of activity. The paper argues that the next step in the development of activity practice in education requires the elaboration of the concept of education as a form of integration of the student’s learning activity and the teacher’s instructional activity.

General Information

Keywords: activity approach, activity content of education, concept as a way of action, metasubject, learning activity, teaching activity, the structure of thinking act, metacognitive approach

Journal rubric: Psychology at School

OpenAlex citations: 6

OpenAlex trends: Educational Innovations and Challenges, Educational Methods and Teacher Development, Psychology of Development and Education

Information about the work in OpenAlex

Number of citations: 6

Topics

Educational Innovations and Challenges

This cluster of papers explores the digital transformation and its impact on higher education institutions, focusing on topics such as educational technology, distance learning, e-learning, university management, and student experience. It discusses the challenges, opportunities, and risks associated with the integration of digital technologies in higher education, as well as the pedagogical approaches driving this transformation.

Number of works: 86064  |  Total number of citations: 128385

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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: 53051  |  Total number of citations: 78907

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.2020250501

Published

For citation: Gromyko, Y.V. (2020). Vasiliy Davydov: The Founder of Activity Practice in Education. Psychological Science and Education, 25(5), 5–18. (In Russ.). https://doi.org/10.17759/pse.2020250501

© Gromyko Y.V., 2020

License: CC BY-NC 4.0

References

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Information About the Authors

Yury V. Gromyko, Doctor of Psychology, Professor of the Department of ‘Pedagogical Psychology named after Professor V.A. Guruzhapov’ of the faculty ‘Psychology of education’, Moscow State University of Psychology and Education, Director, Institute for аdvanced studies and human resource management in the name of Eugene Shiffers (Shiffers Institute), Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5943-8232, e-mail: yugromyko@gmail.com

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