Development-focused educational texts as a basis for learners’ intellectual development in studying mathematics (DET technology)

Kholodnaya, Marina A.; Gelfman, E. G.

doi:10.11621/pir.2016.0302

Cited by 16 publications

(14 citation statements)

References 6 publications

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“…As a methodological base, the methodology "Interpretation of the moral dilemma" was used (a methodical technique for evaluating the peculiarities of moral choice; indicators of the complexity of the interpretation were evaluated) Interpretation (essay) on one of the moral dilemmas of A. I. Podolsky and O. A. Karabanova (quoted in Asmolov, 2010) is a type of text that, along with characteristics of its content and features of argumentation, reflects motivational and personal attitude to the situation (Yakovleva, 2010;Yadrovskaya, 2012;Kholodnaya & Gelfman, 2016;Ozhiganova, 2016). The qualitative characteristics of the text were considered as a manifestation of the student's intellectual competence.…”

Section: Methodsmentioning

confidence: 99%

Ratio Of Manifestations Of Conceptual, Metacognitive Abilities And Features Of Moral Sphere

Ivanovna¹

2019

The European Proceedings of Social and Behavioural Sciences

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Section: Methodsmentioning

confidence: 99%

Ratio Of Manifestations Of Conceptual, Metacognitive Abilities And Features Of Moral Sphere

Ivanovna¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Some studies prove the need to solve problems in the development of innovative didactic technologies, the importance of active use of digital technologies with the possibility of gamification of training (Bonsignore, 2016). In other words, the pedagogical resources of the digital educational environment should make maximum use of the didactic potential of software tools to support the non-linear nature of information presentation, variability and the personality-centered type of cognitive process (Kholodnaya, Gelfman, 2016).…”

Section: Relevance 21 Review Of Russian Scientific and Pedagogical mentioning

confidence: 99%

“…However, at the moment, most of the existing mobile tools and applications are included in the cognitive process only at some separate stage of activity on solving a certain system of tasks for educational and career-guidance purposes (Shulgina et al, 2018), or for the development of mental processes: thinking, memory, attention and imagination (Kholodnaya, Gelfman, 2016). According to R.M.…”

Section: Relevance 21 Review Of Russian Scientific and Pedagogical mentioning

confidence: 99%

“…Kholodnaya, E.G. Gelfman (Kholodnaya, Gelfman, 2016), this environment will change the nature and content of educational activities, reduce the proportion of reproductive activities and enhance research, experiment and creativity (Kicherova, Efimova, 2016). Despite the difficulties of organizing pedagogical support, practical work on the information object, working in a virtual software environment has considerable potential for developing thinking, communication, developing skills to apply the skills, design and construct (Papert, 1993).…”

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confidence: 99%

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Quest in a Digital School: the Potential and Peculiarities of Mobile Technology Implementation

2019

European Journal of Contemporary Education

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The problem of the research is due to the need to realize the didactic and interdisciplinary potential of mobile applications which are able to support the quest technology. Teachers have to understand peculiarities of organizing such a game form of activity in a digital school. The purpose of the study is to theoretically prove and experimentally test the effectiveness of using mobile game applications in the "quest" genre in order to form necessary competencies of future specialists in a digital school environment. The research methodology is the analysis and synthesis of psychological and pedagogical work, methods of mathematical statistics, and methods of psychodiagnostics. The pedagogical experiment of the study is the assessment of the formation of basic competences which provide the base in the field of computer science, cybernetics and artificial intelligence required by the state and society. Results of the study. The study proves the didactic potential of mobile applications which are able to support the quest technology in order to achieve high-priority objectives in the project "Digital School". The authors describe ideas of the methodical approach, which reflect the necessary changes in the support of students' cognitive activity through mobile game applications in the quest genre. The study shows levels of differentiation of education depending on the individual and age characteristics of students and the choice of digital means. The authors prove that the "quest" technology, focused work to solve education tasks, motivates future professional activities, and also with the help of modern digital means, contributes to the development of such necessary cross-professional competencies of future specialists as project activities, systems thinking, interaction and interindustry communication. In conclusion, the authors confirm that the inclusion of mobile game applications in the "quest" genre in education activities will help to form key competencies and skills that meet the priorities of the digital school and are most in demand by society.

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“…Indeed, it is precisely this age period that is characterized by sensitivity and qualitative changes in a number of areas of human life, including moral and intellectual. For example, in adolescence, conceptual thinking begins to form (Vecker, 1976;Dudnikova, 2017;Kholodnaya & Gelfman, 2016), which determines the maximum intellectual abilities of a person. Along with this, adolescence is also characterized by the process of forming a worldview and a holistic picture of the world, in which moral and value orientations determine the nature of personality development and its self-determination.…”

Section: Introductionmentioning

confidence: 99%

Conjugacy Of Moral's Development Features And Intellectual Competence And It's Components

Sipovskaya¹

2019

The European Proceedings of Social and Behavioural Sciences

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The article studies the differences between older adolescents in terms of intellectual competence, conceptual, metacognitive and intentional abilities, depending on the severity of the characteristics of the moral development of the individual. The study involved 90 schoolchildren of older adolescents (15 years old). The methodological base of the study was: "Interpretation of the moral dilemma" (methodological method for assessing the characteristics of moral choices and the level of intellectual competence; indicators of the complexity of the interpretation text were evaluated), "Conceptual synthesis", "Mood", "Method for diagnosing the level of reflexivity", Modification of the methodology "Comparison of Similar Drawings" by J. Kagan. The results of the study show the lack of conjugation of indicators of conceptual (conceptual), metacognitive (voluntary and involuntary), intentional (mentality and beliefs) abilities and characteristics of the moral and moral development of a person in older teens. Such facts probably speak in favor of the insufficient degree of formation of the construct of moral and moral experience of man. The established facts improve our ideas about the moral development of the individual, inspiring us to study the dynamics of this important construct.

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Development-focused educational texts as a basis for learners’ intellectual development in studying mathematics (DET technology)

Cited by 16 publications

References 6 publications

Ratio Of Manifestations Of Conceptual, Metacognitive Abilities And Features Of Moral Sphere

Ratio Of Manifestations Of Conceptual, Metacognitive Abilities And Features Of Moral Sphere

Quest in a Digital School: the Potential and Peculiarities of Mobile Technology Implementation

Conjugacy Of Moral's Development Features And Intellectual Competence And It's Components

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