Comparison as a Universal Learning Action

Abstract

This article explores ‘comparison’ as a universal metasubject learning action, a key curricular element envisaged by the Russian Federal State Educational Standards. Representing the modern learner’s fundamental pragmatic skill embedding such core capacities as information processing, critical thinking, robust decision-making, and effective problem solving, the universal learning action of ‘comparison’ has become a new professional challenge for educators, in terms of both understanding the underlying theoretical framework and ensuring that appropriate instructional models are deployed. The author seeks to clarify either of these aspects by providing a plain discussion of how the basic mechanisms of comparison as a cognitive device can be incorporated into clear and simple classroom aids and algorithms supporting goal-directed learning.

Notes

1. See https://litemind.com/relativity/.

2. Here we have provided a translation of the dialog led by the teacher. The teacher’s actual dialog is conducted in English.

Additional information

Notes on contributors

T.V. Merkulova

Tatyana Viktorovna Merkulova is a psychologist and instructional designer at the “Tochka PSI” Center of Psychological Support for Education, Moscow; Email: [email protected].