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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

Published since 1996

Published 6 times a year

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How Students Construct Scaffolds by Using Drafts for Solving Tasks 78

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Chudinova E.V.
PhD in Psychology, Leading Research, Psychological Institute of the Russian Academy of Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-3923-781X
e-mail: chudinova_e@mail.ru

Abstract
Modeling is considered a key process in teaching and learning today. However, the transition from collective educational modeling to the use of the model as an individual tool is not investigated enough yet. The purpose of this study is to dis cover and qualitatively describe the phenomena of construction (reconstruction) of own instruments by schoolchildren in a situation where there are no external requirements for modeling. The article describes the proactive use of a draft in solving two math problems by 508 schoolchildren from twenty 3—10 grades of one school and 160 schoolchildren from three other schools using different programs. Analysis of the content of children’s drafts shows that the effective solving a problem is possible if students use the model they previously have studied and also transform and individualize the sign-symbolic form of this model (thus “translating” the model to “their own language”). The initiative in using a draft is largely determined by the way of previous learning.

Keywords: learning task, modeling, draft, trial action

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2021260206

For Reference

Acknowledgements

The author is grateful for assistance in data collection V. Adaschev, T. Vinogradova, M. Yevtichova, V. Zaytseva, D. Kokhanovich, D. Minkin, T. Rubchenko, A. Fischer.

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