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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


License: CC BY-NC 4.0

Published since 1996

Published 6 times a year

Free of fees
Open Access Journal


Co-action of Learners: Resolved and Unresolved Issues 570


Zuckerman G.A.
Doctor of Psychology, Leading Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia

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.

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

Column: V.V. Davydov’s Scientific School: Traditions and Innovations


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”.

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