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Co-action of Learners: Resolved and Unresolved Issues 570
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
DOI: https://doi.org/10.17759/pse.2020250405
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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