«Можно ли это изменить?» Ролевое экспериментирование подростков в процессе дигитально опосредованного социально-эмоционального обучения

Данное исследование опирается на идеи О.В. Рубцовой о «ролевом экспериментировании», а также на основные положения теории, объясняющие динамику развития характера подростка в интерпретации Л.С. Выготского. Это теоретическое обоснование лежит в основе исследования семи 12—13 летних подростков из средней школы в Лондоне. Участники эксперимента в течение двух недель использовали приложение, созданное группой учеников. С помощью этого приложения участники эксперимента могли выявить «драматические ситуации» и обсудить со сверстниками из группы свои ощущения и переживания. Благодаря возможности обсуждать с другими волнующие их вопросы, подростки развивали способность к самоанализу, формированию понятий. Этот процесс способствовал развитию самосознания. Обсуждая роли сверстников и учеников, участники экспериментировали с научными и житейскими понятиями, что позволило им увидеть значимый для них опыт под новым углом зрения

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