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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Open Access Journal

 

Understanding conceptual text sand master in gconcepts 1290

Zuckerman G.A.
PhD in Psychology, Professor, Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia
e-mail: galina.zuckerman@gmail.com

Kleshch N.A.
State Budgetary Educational Institution School № 91,Pedagogue-psychologist, State Budgetary Educational Institution School № 91, Moscow, Russia
e-mail: naklesch@gmail.com

Abstract
We address the issue of the relationship between conceptual thinking and understanding of conceptual texts only from the following angle: whether or not can working towards a profound understanding of texts that describe concepts promote the use of these concepts in unusual tasks. Employing the methods of classical statistics and factor analysis, we compare the metasubject outcomes of primary education in two samples of children that differ only in one teaching factor: the experimental classes were consistently working on creating and using conceptual texts. The principle of this teaching work was to establish a situation of bilingualism when introducing new concepts: to write down new characteristics of the studied subject in the language of graphical schemes and at the same time in verbal form and to translate sentences about this subject from one language into another. As it was revealed, this specially organized work with conceptual texts results in the following: (1) an increase in the level of mastery of learnt concepts if these concepts are presented in verbal form; (2) a better understanding of information texts with unfamiliar conceptual content, that is, one of the key elements in self-learning emerges.

Keywords: expertise in education, psychological and pedagogical expertise, model (concept) of psychological and pedagogical expertise

Column: Psychology of education

DOI: https://doi.org/10.17759/pse.2017220302

For Reference

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