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Transcript of SA_1
Search Activity and Education
Denis DavydovHead of Laboratory of Behavioral AttitudesModern University for the Humanities (Moscow),
PhD, EARLI and BBCC member
Education for Sustainable Development
Education for Sustainable Development
Envisioning
Critical thinking and Reflection
Tolerance for controversy
Systems thinking
Search ActivitySearch Activity
Search Activity
N.Bogdanov-Bel’skiy“Calculations without notes”
- No a definite forecast of results.
- Constant monitoring of these results.
Fantasizing
FightEscape
Rethinking
Planning
Search activity role:• body's protect from deteriorative factors;
• determines the progress of civilization;
• foundation enterprise and civic activity;
• can be used for forecasting educational difficulties and for optimization of education;
• appropriate for developing individual educational project planning;
• unrealized SA leads to aggression and destructive social processes, like a revolution or terrorism.
Education must develop the search activity, and at the same time, provide the means for its implementation.
Stereotyped Behavior –definite forecast of the results
Chaotic Behavior (panic) – behavior without feedback between activity and its outcome
Education
Why Search Activity Concept?• Individual educational project planning.• Optimization of education in general.
Test Retest
We can measure the education quality!
Balance of logical and imaginative thinking
Showing the relativity of the truthand controversial approaches
Elimination of the generality of failures
Experience of errors, elimination of generality of achievements.
Encourage spontaneity and initiative
Learning tasks that have more than one true solution
Learning tasks when the student himself have to find the methods of solution
Emotional contact and supporting self-esteem
Having interests outside of school
If the search activity attitude predominant
Self-dependent choice of form and content of education.
Learning tasks that require transformation assimilated ways to solve problems in unfamiliar situations ("problem teaching").
Presentation of training tasks in a tight "form of competition", as a challenge.
The high level of complexity of tasks that students might not solve from the very first time.
Creative tasks with fuzzy goals, Hands-Off or Delegating Management style.
Prevent the perception of achievement as a "final", show the perspective and motivation to further overcome the difficulties.
Preventing antisocial behavior by engaging in outside school activities.
If the SB is the predominant attitudeIn the initial stages of learning not to use the training tasks requiring a high autonomy.
The first stage learning - tasks with intended clear result and with familiar methods.
Begin with low uncertainty in the training tasks (situations), then the uncertainty should increases.
The constant reliance on the successful results obtained.
The second stage - the choice of methods for achieve the intended in advance result.
Gradual implementation problem-based learning, developmental tasks requiring creativity and self-development methods of operation.
If the CB is the predominant attitude
Providing less freedom to choose their own educational paths.
In the initial stages of learning not to use the training tasks requiring a high autonomy.
Limited use of problem-based learning.
In the case of failures and trouble in learning - to give clear instructions to implement the of training tasks and to overcome the problems.
The development of reflexivity. The emphasis in training on introspection activities and the ability to substantiate the choice of tools and methods of activity.
If the passive is the predominant attitudeSupport for self-esteem, make training task forms which reduces the risk of fall self-esteem in case of failure.
Convincing that the errors in solving educational problems - it's OK.
The constant reliance on the any successful results obtained.
In the initial stages of learning not to use the training tasks requiring a high autonomy.
Elongation period of study for reducing academic load.
Stimulation of activity outside of school. It is important to create a positive experience in solving difficulties.
Gradually apply the exercises to strengthen right hemispheric (or imaginative) thinking.
Stimulation hobbies of an art.
Development of emotional relationships with other pupils and teacher.
Next goals
1. Development toolkit
2. Intercultural study
3. Test differences: first and last year students, gender, regions and subjects group, academic advancements group etc.
3. Testing BASE questionary in learning practice
Our other areas:
- subjective well-being of students;
- Social factors of intelligence (n= 9 000);
- healthy behavior attitudes of students.
The Search Activity Concept
It makes Education for Sustainable Development goals more clear
It suggests a clear paths to achieve these goals
It gives to evaluate compliance education with the goals of ESD