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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

Free of fees
Open Access Journal

 

Introduction to Natural Sciences: The Human Cultural History Perspective 53

Vysotskaya E.V.
PhD in Psychology, Leading Researcher, Department of the Junior School Student Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-2692-9531
e-mail: h_vysotskaya@mail.ru

Lobanova A.D.
Research Fellow, Department of the Junior School Student Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-0843-7162
e-mail: andelobanova@yandex.ru

Yanishevskaya M.A.
PhD in Psychology, Leading Researcher, Department of the Junior School Student Psychology, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0003-2036-2052
e-mail: y_maria@mail.ru

Khrebtova S.B.
PhD in Chemistry, Associate Professor, Organic Chemistry Department, Moscow Pedagogical State University, Moscow, Russia
ORCID: https://orcid.org/0000-0002-3710-6090
e-mail: sv_khrebtova@mail.ru

Abstract
We construct an introductory Natural Sciences curriculum that meets the demands of the «cultural-historical school». Our main task was to find the conditions that contribute to the formation of model mediation of text understanding within the Natural Sciences course, the content of which represents a purposeful transformation of natural materials in accordance with the cultural-historical specifics of human activity. To explore how schoolchildren acquire orienting functions of learning texts and models supporting the logical-genetic reconstruction of the natural scientific knowledge, we conducted an experimental teaching course in Natural Sciences for 2nd-graders (21 students, 102 academic hours). Our lessons proved a principal possibility of unfolding subject and model components of the course through the organization of joint actions consistent with the tasks of learning activity development in primary school children. Also, we assessed model-building skills in text understanding and task solving in children of two schools: the first group (103 students, 68 academic hours) studied the course we had developed, and the second group (80 students, 68 academic hours) received standard school courses. A significant improvement of model-building in the experimental group as compared to the control group suggests that cultural-activity-based introduction to Natural Sciences may have a certain potential in promoting the acquisition of orienting functions of learning models, which is vital for future advancement in middle and high school.

Keywords: cultural-historical school, introduction to natural science concepts, joint learning actions, model-building

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

DOI: https://doi.org/10.17759/pse.2020250508

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