LEARNING TASK AS THE HEART OF LEARNING ACTIVITY
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Educativa |
Texto Completo: | https://seer.pucgoias.edu.br/index.php/educativa/article/view/12644 |
Resumo: | A learning task introduces a situation that encourages children to search for general ways to solve a wide class of similar practical problems. The formulation and solution of the learning task involves the following actions of educators before they meet their students: 1) to perform a logical analysis of the concepts to be learned highlighting the “germ cells” - key general concepts from which the entire system of concepts describing the subject of study is derived; 2) to find a system of objects and actions with these objects, which would provide the child with a prospect to notice the essential properties of reality depicted by the concept; 3) to construct signs or symbols as the means of acting with this concept in the absence of real objects; 4) to design a situation that can lead children to posing a question, the answer to which will resolve into a new concept. When meeting with students, the teacher seeks after: 1) encouraging children for independent search for ways to solve a new problem, instead of presenting a ready-made pattern for solving such problems; 2) rousing, and then maintaining, children's initiatives aimed at the issue of their research: questions, assumptions, observations; 3) creating conditions for children’s motivation and ability to interact with their classmates so that they understand and develop each other’s suggestions about the ways to solve a new problem. When the teacher succeeds with learning tasks in the elementary school, a learning community emerges, capable and inclined to set and solve new learning tasks on their own initiative. Then later, in the middle school, most students who grew in such a community develop the learning to learn ability and the sustained drive for lifelong learning. |
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LEARNING TASK AS THE HEART OF LEARNING ACTIVITYLearning activitylearning taskElkonin-DavydovDevelopmental educationEnsino desenvolvimental / Developmental TeachingA learning task introduces a situation that encourages children to search for general ways to solve a wide class of similar practical problems. The formulation and solution of the learning task involves the following actions of educators before they meet their students: 1) to perform a logical analysis of the concepts to be learned highlighting the “germ cells” - key general concepts from which the entire system of concepts describing the subject of study is derived; 2) to find a system of objects and actions with these objects, which would provide the child with a prospect to notice the essential properties of reality depicted by the concept; 3) to construct signs or symbols as the means of acting with this concept in the absence of real objects; 4) to design a situation that can lead children to posing a question, the answer to which will resolve into a new concept. When meeting with students, the teacher seeks after: 1) encouraging children for independent search for ways to solve a new problem, instead of presenting a ready-made pattern for solving such problems; 2) rousing, and then maintaining, children's initiatives aimed at the issue of their research: questions, assumptions, observations; 3) creating conditions for children’s motivation and ability to interact with their classmates so that they understand and develop each other’s suggestions about the ways to solve a new problem. When the teacher succeeds with learning tasks in the elementary school, a learning community emerges, capable and inclined to set and solve new learning tasks on their own initiative. Then later, in the middle school, most students who grew in such a community develop the learning to learn ability and the sustained drive for lifelong learning.Editora da Pontifícia Universidade Católica de Goiás2022-11-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.pucgoias.edu.br/index.php/educativa/article/view/1264410.18224/educ.v25i1.12644Revista Educativa - Education Journal; Vol. 25 No. 1 (2022); 26 páginasRevista Educativa - Revista de Educación; Vol. 25 Núm. 1 (2022); 26 páginasRevista Educativa - Magazine éducatif; Vol. 25 No. 1 (2022); 26 páginasRevista Educativa - Revista de Educação; v. 25 n. 1 (2022); 26 páginas1983-777110.18224/educ.v25i1reponame:Educativainstname:Pontifícia Universidade Católica de Goiás (PUC-GO)instacron:PUC_GOenghttps://seer.pucgoias.edu.br/index.php/educativa/article/view/12644/5714Copyright (c) 2022 Galina Zuckermaninfo:eu-repo/semantics/openAccessZuckerman, Galina2022-12-20T13:00:12Zoai:ojs2.seer.pucgoias.edu.br:article/12644Revistahttp://seer.pucgoias.edu.br/index.php/educativaONGhttps://seer.pucgoias.edu.br/index.php/educativa/oai||educativa@pucgoias.edu.br1983-77711415-0492opendoar:2022-12-20T13:00:12Educativa - Pontifícia Universidade Católica de Goiás (PUC-GO)false |
dc.title.none.fl_str_mv |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
title |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
spellingShingle |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY Zuckerman, Galina Learning activity learning task Elkonin-Davydov Developmental education Ensino desenvolvimental / Developmental Teaching |
title_short |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
title_full |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
title_fullStr |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
title_full_unstemmed |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
title_sort |
LEARNING TASK AS THE HEART OF LEARNING ACTIVITY |
author |
Zuckerman, Galina |
author_facet |
Zuckerman, Galina |
author_role |
author |
dc.contributor.author.fl_str_mv |
Zuckerman, Galina |
dc.subject.por.fl_str_mv |
Learning activity learning task Elkonin-Davydov Developmental education Ensino desenvolvimental / Developmental Teaching |
topic |
Learning activity learning task Elkonin-Davydov Developmental education Ensino desenvolvimental / Developmental Teaching |
description |
A learning task introduces a situation that encourages children to search for general ways to solve a wide class of similar practical problems. The formulation and solution of the learning task involves the following actions of educators before they meet their students: 1) to perform a logical analysis of the concepts to be learned highlighting the “germ cells” - key general concepts from which the entire system of concepts describing the subject of study is derived; 2) to find a system of objects and actions with these objects, which would provide the child with a prospect to notice the essential properties of reality depicted by the concept; 3) to construct signs or symbols as the means of acting with this concept in the absence of real objects; 4) to design a situation that can lead children to posing a question, the answer to which will resolve into a new concept. When meeting with students, the teacher seeks after: 1) encouraging children for independent search for ways to solve a new problem, instead of presenting a ready-made pattern for solving such problems; 2) rousing, and then maintaining, children's initiatives aimed at the issue of their research: questions, assumptions, observations; 3) creating conditions for children’s motivation and ability to interact with their classmates so that they understand and develop each other’s suggestions about the ways to solve a new problem. When the teacher succeeds with learning tasks in the elementary school, a learning community emerges, capable and inclined to set and solve new learning tasks on their own initiative. Then later, in the middle school, most students who grew in such a community develop the learning to learn ability and the sustained drive for lifelong learning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12644 10.18224/educ.v25i1.12644 |
url |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12644 |
identifier_str_mv |
10.18224/educ.v25i1.12644 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://seer.pucgoias.edu.br/index.php/educativa/article/view/12644/5714 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Galina Zuckerman info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Galina Zuckerman |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da Pontifícia Universidade Católica de Goiás |
publisher.none.fl_str_mv |
Editora da Pontifícia Universidade Católica de Goiás |
dc.source.none.fl_str_mv |
Revista Educativa - Education Journal; Vol. 25 No. 1 (2022); 26 páginas Revista Educativa - Revista de Educación; Vol. 25 Núm. 1 (2022); 26 páginas Revista Educativa - Magazine éducatif; Vol. 25 No. 1 (2022); 26 páginas Revista Educativa - Revista de Educação; v. 25 n. 1 (2022); 26 páginas 1983-7771 10.18224/educ.v25i1 reponame:Educativa instname:Pontifícia Universidade Católica de Goiás (PUC-GO) instacron:PUC_GO |
instname_str |
Pontifícia Universidade Católica de Goiás (PUC-GO) |
instacron_str |
PUC_GO |
institution |
PUC_GO |
reponame_str |
Educativa |
collection |
Educativa |
repository.name.fl_str_mv |
Educativa - Pontifícia Universidade Católica de Goiás (PUC-GO) |
repository.mail.fl_str_mv |
||educativa@pucgoias.edu.br |
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