“New Biology” and Its Educational Outcomes

Chudinova E.V.

doi:10.17759/pse.2019240306

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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

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Psychological Science and Education
2019. Vol. 24, no. 3, 63–73
doi:10.17759/pse.2019240306
ISSN: 1814-2052 / 2311-7273 (online)

“New Biology” and Its Educational Outcomes ⁴⁶⁰

Chudinova E.V.
PhD in Psychology, Leading Research, Laboratory of Psychology of Primary School Age, L.V. Shchukina Psychological Institute of the Russian Academy of Education, Moscow, Russia
e-mail: chudinova_e@mail.ru

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RUIn Russian

The paper presents data of a study on the effectiveness of an experimental school course in biology based on the principles of Davydov—Elkonin developmental learning in comparison with traditional courses. The study involved 395 students of 5th, 6th, and 9th classes. The results show that children can be more successful at achieving not only subject, but also metasubject educational outcomes like reading literacy, ability to work with signs, symbols and models etc, which are all required by the federal state education standard, if the content of education is changed in such a way that the integral system of key concepts becomes the subject matter, presented not as a means of describing an object, but rather as a basis for its transformation by students. When learning is organised that way, it provides an opportunity for primary school students with underdeveloped reading skills to compensate for the lack of reading literacy, although it will still be hard for them to master subject concepts successfully enough.

Keywords: content of education, metasubject educational outcomes, reading literacy

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2019240306

For Reference

Chudinova E.V. “New Biology” and Its Educational Outcomes. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2019. Vol. 24, no. 3, pp. 63–73. doi:10.17759/pse.2019240306. (In Russ., аbstr. in Engl.)

The author is grateful to V.Galimov, N.Kalinina, O.Krasnych, T.Kulikova, T.Maslova, D.Minkin, I.Stepanova, A. Tavrovskaya, I.Khanova, N.Khapugina, A.Khusina, and O.Chukhriy for their assistance in data collection.

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