The Program “Reflexion 1”—the Condition of Intensive Formation of Metacognitive Skills in Elementary School

Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influen...

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Published in:Behavioral sciences Vol. 10; no. 2; p. 45
Main Author: Zak, Anatoly
Format: Journal Article
Language:English
Published: Switzerland MDPI AG 30.01.2020
MDPI
Subjects:
children aged 9 years
Education
extracurricular classes
Learning
Metacognition
Methods
non-academic program “reflexion 1”
Pedagogy
reflexive actions in solving problems
School effectiveness
Students
Teaching
non-academic program “Reflexion 1”, extracurricular classes
reflexive actions in solving problems
children aged 9 years
ISSN:2076-328X, 2076-328X
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Abstract Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influence of the author’s program of non-educational content, “Reflexion 1”, on the formation of reflexive actions in solving problems for children aged 9 years. Thirty-two classes were conducted (once a week, outside school hours) with the experimental group of students from September to May, according to the specified program. The results show that the lessons in the “Reflexion 1” program contribute to a significant increase in the number of children aged 9 years with substantial reflexive actions in solving problems.
AbstractList Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influence of the author’s program of non-educational content, “Reflexion 1”, on the formation of reflexive actions in solving problems for children aged 9 years. Thirty-two classes were conducted (once a week, outside school hours) with the experimental group of students from September to May, according to the specified program. The results show that the lessons in the “Reflexion 1” program contribute to a significant increase in the number of children aged 9 years with substantial reflexive actions in solving problems.
Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influence of the author's program of non-educational content, "Reflexion 1", on the formation of reflexive actions in solving problems for children aged 9 years. Thirty-two classes were conducted (once a week, outside school hours) with the experimental group of students from September to May, according to the specified program. The results show that the lessons in the "Reflexion 1" program contribute to a significant increase in the number of children aged 9 years with substantial reflexive actions in solving problems.Metacognitive skills associated with reflexive actions in solving problems are an essential condition for the successful mastering of school programs and a strong indicator of the intellectual development of primary school-aged children. The purpose of this empirical research is to study the influence of the author's program of non-educational content, "Reflexion 1", on the formation of reflexive actions in solving problems for children aged 9 years. Thirty-two classes were conducted (once a week, outside school hours) with the experimental group of students from September to May, according to the specified program. The results show that the lessons in the "Reflexion 1" program contribute to a significant increase in the number of children aged 9 years with substantial reflexive actions in solving problems.
Author Zak, Anatoly
AuthorAffiliation Psychological Institute of Russian Academy of Education, 125009 Moscow, Russia; jasmin67@mail.ru ; Tel.: +7--451-90-48
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10.1016/j.learninstruc.2004.09.003
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10.1007/s11409-008-9029-x
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10.3200/JOER.102.5.363-376
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Copyright 2020 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.
2020 by the author. 2020
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Keywords non-academic program “Reflexion 1”, extracurricular classes
reflexive actions in solving problems
children aged 9 years
Language English
License Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
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SubjectTerms children aged 9 years
Education
extracurricular classes
Learning
Metacognition
Methods
non-academic program “reflexion 1”
Pedagogy
reflexive actions in solving problems
School effectiveness
Students
Teaching
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Title The Program “Reflexion 1”—the Condition of Intensive Formation of Metacognitive Skills in Elementary School
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