Developing students' concepts in the Digital Laboratory

The problem of transforming students' everyday concepts into scientific concepts remains acute. Logical-subject and logical-psychological analysis of subject content allows courses to be built in the logic of concept development. This is realized in the courses of D.B. Elkonin and V.V. Davydov's educational system. Digital resources, such as virtual laboratories, can be built according to this logic and support students' progression. Here the example of virtual lab «Types of Boundaries», embedded in the 'New Biology' course, shows a special place and specific possibilities of a digital resource in the collaborative and distributed learning activities of 11-12 year old pupils. The most important of these features, in terms of providing a process of concept development, include the framework nature of restricting the user's independent actions and the nature of the model object which is investigated. A model object differs from a real object by its emphasized essential properties, the absence of redundant properties inherent in a natural object, and the speed of processes commensurating with the user's actions. The importance of not only logical-object but also logical-psychological analysis is also emphasized. Preceding the development of the virtual laboratory scenario, logical-psychological analysis matches the logic of development and content of a scientific concept with possible ways of transformation of everyday (or other initial) concepts of students of a particular age and learning situation.

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