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CHARACTERISTICS OF PLANNING ACTIONS OF YOUNGER AND OLDER TEENAGERS A.Z. Zak, Leading Researcher
Psychological Institute of Russian Academy of Education (Russia, Moscow)
DOI:10.24412/2500-1000-2024-10-3-200-207
Abstract. The article reflects the content of the study related to the study of the features of the formation of planning actions in younger (5th and 6th grade students, - 107people) and older (8th and 9th grade students, - 114 people) teenagers. Four main levels of planning action formation were characterized: zero, initial, partial and holistic. As a result of group experiments on the material of spatial-combinatorial problems, it was found that most older teenagers, unlike younger teenagers, are able to plan problem solving at the holistic level.
Keywords: levels of planning formation: zero, initial, partial, holistic; younger teenagers (5 th and 6th grades); older teenagers (8th and 9th grades); spatial-combinatorial problems.
1. Introduction.
The new Federal State Educational Standard of Basic General Education puts forward provisions on the need to develop meta-subject results of mastering the basic educational program in middle school students. The noted results should, among other things, reflect the children's ability to independently plan ways to achieve goals, both when solving educational and cognitive problems [7].
The solution to the problem of developing schoolchildren's ability to independently plan the achievement of various goals involves the development of studies aimed at determining the characteristics of the planning features of schoolchildren of different ages - students, in particular, in grades 5-9.
In our work, we proceeded from the fact that, as shown in a number of studies [4-6], planning is based on a fundamental component of human intelligence - the ability to act "in the mind". It provides a person with the ability to act with things not directly, but indirectly, i.e. to operate with their images (visual and schematic), as well as sign-symbolic formations (substitutes), without changing the things themselves.
The implementation of this opportunity is a necessary condition for the successful implementation of any activity, since it underlies such of its most important components as goal formation and goal setting, transformation of the object of activity in accordance with the plan, planning of activities and programming of actions, etc.
1.1. Characteristics of planning skills.
Our studies [1-3] allow us to assume that the ability to act "in the mind" underlies such essential components of solving a problem as mental analysis of its conditions, planning of the solution (without external fixation, without relying on records of variants of different plans) and awareness of its methods.
Based on the specified composition of components, we accepted that planning can be formed -depending on the ability to mentally analyze the conditions of the problem and realize the methods of solving it - at one of the following three levels.
Thus, if a person is not able to mentally plan a relatively large number of actions to solve a problem in parts, separately, then in this case it is considered that his ability to plan, based on the ability to act "in his mind", is developed at the first level - "initial".
It is clear that such a qualification of the development of the ability to plan is relative, since it is associated with the complexity of the problems being solved. At this level, as studies show, a person can internally analyze the conditions of a simple problem, but does not realize the way to solve it.
If a person is able to mentally plan, but only in parts, by individual links, a solution to a problem with a relatively large number of executive actions, then it was considered that his ability to plan is developed at the second level, which we conditionally called "partial".
In this case, unlike the previous level of planning, a person can internally analyze the conditions of a more complex problem, but just as at
the previous level, he does not realize the way to solve it.
If a person can mentally plan the solution to the entire problem (including a relatively large number of executive actions), then it was considered that his ability to plan was developed at the third level, which we conditionally called "holistic". At this level, not only mental analysis of the conditions of the problem is possible, but also awareness of the method of solving it.
1.2. Purpose and hypotheses of the study.
The purpose of our study was to characterize the ability to plan in schoolchildren in grades 5-9.
The null hypothesis of the study was that there are no statistically significant differences in the development of the ability to plan between the results of older (grades 8 and 9) and younger (grades 5 and 6) adolescents.
This is due to the fact that, according to the curriculum of middle school grades, from grades 5 to 9, schoolchildren study the same subjects -Russian and foreign languages, literature, history, social science, geography and biology - which require the implementation of the ability to plan for their mastery, both in understanding texts and in their composition.
According to the alternative hypothesis, the differences in the development of the ability to plan between the results of younger and older adolescents are statistically significant.
This follows from the fact that in grades 7 to 9, schoolchildren move on to studying new disci-
plines - algebra, geometry, computer science, physics, chemistry - which require the implementation of the ability to plan for their mastery not only for understanding and composing texts (as in the above-mentioned disciplines), but also for applying knowledge of the laws of existence of natural phenomena when performing laboratory work and solving problem.
2. Materials and methods.
2.1. The "Figures and Letters" method.
For the experimental study of the features of the ability to plan, it was necessary to develop a method that meets the following requirements:
- firstly, the problematic material of the method should allow us to distinguish between the levels of development of the ability to plan in children - initial, partial and complete;
- secondly, the tasks of the method should be interesting for children aged 10-15;
- thirdly, the method should be portable enough to be used for group surveys.
In accordance with the above provisions, a method was developed that we called "Figures and Letters".
The "Figures and Letters" method includes 20 tasks located on one standard sheet of paper (210 x 297 mm), which was given to each student in the class. One of the versions of this series of tasks is shown in Fig. 1.
0 N1 5 2 + Q N2 7 9
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+ д П 0 2Д 7 6 7 9 1 + □ a + 2Д 4 8 5 4
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3 . 2 □ Л Д о Д о N11 6 7 à i 2 1 0 □ О N 12 5 4 4
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3 0 □ + 0 N13 5 9 7 9 3 + О о a N14 4 7 Л 5
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4 О □ о + N1/ 7 8 5 9 4 □ О О д N18 а 5 7 5
3 и л А □ 5 8 8 7 5 Д + д + 7 6 7 6
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1 + А д Б □ в + г 4Д. 9 7 7 5 1 + A □ в о д г 4Д- 6 8 7 8
4 л □ а + N19 б 9 S 6 4 0 д + □ N20 6 а 7 7
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2 д О □ 0 7 7 6 9 2 о + Д + 9 8 В 9
1 о + д + 5Д 9 S 8 9 1 Д О □ о S Я 7 7 Л 9
A Б в г A Б в г
Fig. 1. The tasks of the "Figures and Letters" method
2.2. Results of preliminary experiments.
Preliminary individual experiments on the material of the tasks of the "Figures and Letters" method allowed us to characterize the above-mentioned levels of development of the ability to plan.
Thus, it could be observed that some children were unable to solve any of the "Figures and Letters" tasks in the allotted time, since they did not understand the instructions (the content of the instructions is presented below), other children were able to solve only tasks of type № 1 and 2 (samples of the solution of which were given during the instructions).
In this case, it was considered that the ability to plan in such children was not developed at all and in relation to the tasks of this method they showed a "zero" level. It is characteristic that such students cannot mentally operate with signs and were unable to correlate the spatial-
functional relations of the elements of the conditions of the tasks, therefore they were unable to correlate the spatial relations of the figures with the spatial relations of the letters.
When children successfully solved any one-step problem (like № 3 and 4), but failed to solve two-step problems, their level of planning development was considered "initial".
In this case, as a rule, the subjects understood the instructions well and could mentally compare the placement of figures and the placement of letters.
They were able to correlate the placement of the elements of the problem condition given in different locations: in the initial (what is on the left) - it was represented by the placement of figures, and in the final (what is on the right) - it was represented by the placement of letters.
Thanks to this, they could accurately identify the elements (figures) that were "out of place" and operate with them mentally.
Note, as indicated in the instructions, that in each problem it was necessary to place the figures in the same way as the letters in a certain number of steps.
However, when the children of the group under discussion solved the easiest problems in two steps (like № 5 or 6), they began to get confused, lost the result of the first step, and performed the second step incorrectly.
This was manifested in the fact that they either swapped elements (figures) that did not need to be moved, since they already occupied the places of identical letters, or rearranged identical figures (i.e. swapped, for example, a square with a square), which does not make sense in these conditions, since in the problems a mutual exchange of places (cells) of different figures is considered one step.
The children often performed the second step simply formally, since they swapped figures correctly (i.e. swapped different figures, not identical ones), but not with the goal of having identical figures take the places of identical letters, but only in order to perform a move according to the rules given in the instructions.
Problems in two actions (types № 5-8) and even in three actions (type № 11 and 12) could be solved by children who, according to our qualification, had developed a "partial" level of planning ability.
Unlike the children of the previous group, these subjects were able to solve problems with several actions. This means that they could plan, acting in a mental plane, subsequent movements of elements taking into account the results of previous actions.
However, as it turned out when solving problems of varying complexity, such successful actions are possible only if the structure of the problem is such that when solving it, it is possible to use different options for designating identical elements in the required arrangement (i.e. options for designating letters) with identical elements of the initial arrangement (i.e. identical figures).
For example, in problem №7 (see Fig. 1), the letters K can be designated either by squares or crosses, the letters B - either by triangles or circles, etc.
This feature of the problems of the noted type (problems № 5-8, 11, 12) allows them to be solved without developing a general plan for all actions, but by preparing each action separately and using the result of only the previous action. In other words, the solution of such problems can be planned not as a whole, but in parts - this means that the second action may not be planned until the first one is completed.
The highest, "holistic" level (according to our qualification) of the studied skill was noted in children who successfully solved problems of the type No. 9 and 10, as well as № 13-20.
All these problems differ from the previous ones in that to solve them, it is necessary to plan all actions simultaneously, at once, before the first action is completed.
This is due to the fact that in them only one option is possible for designating the same elements of the required arrangement (the same letters) with the same elements of the original arrangement (the same figures). For example, in problem № 9 (see Fig. 1), the letters P can only be designated by triangles, and the letters M -only by squares.
If this circumstance is not taken into account, then it will not be possible to solve such problems in the required number of actions (i.e. in two actions). This phenomenon is observed in children with a partial level of development of the ability to plan. They do not sufficiently mentally analyze problems and do not realize the methods of finding the right solution.
The group of children with a holistic level of development of the ability to plan is divided, as preliminary experiments have shown, into subgroups depending on the complexity (meaning the number of actions) of the task they can solve.
Successful solution of certain tasks, starting with task No. 9, allows us to determine the degree of formation of the most holistic level of the skill being studied.
Thus, solving tasks of type № 9 and 10 characterizes the first degree of formation of this level, solving tasks of type № 13 and 14 - the second degree, tasks №15 and 16, № 17 and 18, № 19 and 20 - respectively, the third, fourth and fifth degrees.
It should be noted that in problems 9 and 10 the condition includes 9 elements (both figures and letters), in problems 13 and 14-12 elements, in problems 14 through 20 - 16 elements. Prob-
- Психомогицеские nayHU -
lems 9 and 10 are relatively low-element problems, and problems 13 through 20 are multielement problems.
2.3. Contents of group experiments.
A total of 174 schoolchildren participated in the group experiments of our study: 52 fifth-graders, 55 sixth-graders, 53 seventh-graders, 58 eighth-graders, and 56 ninth-graders.
The group experiment begins with the children being given sheets of paper to write down the solution and asked to write their last name and the date of the lesson on them.
The organizer of the lesson (teacher or psychologist) depicts the playing fields on the board in the classroom and names the lower cells - A1, B1 and the upper ones - A2, B2 (Fig. 2).
Fig. 2. Playing fields Then the condition of the problem in one action is depicted (Fig. 3).
Fig. 3. Condition of problem with one action
The children are told: "Look at the condition of the problem. In order to solve it, you need to do only one action with the figures - simultaneously "in your mind", mentally, exchange their cells so that the same figures - triangles or circles
- end up in the same cells where the same letters are located.
After collectively discussing the students' proposals for solving this problem, the organizer demonstrated the correct solution under the condition of the problem (Fig. 4).
Fig. 4. Solving a problem with one action
Addressing the children, the organizer says: ".. when it is indicated that the figures exchange cells A2 and B1, this means that the triangle (A2) ends up in the cell of the circle (B1), and the circle (B1) - in the cell of the triangle (A2). As a result, the circles will be in the cells with the letters M, and the triangles will be in the cells with the letters P. And when the figures exchange
cells A1 and B2, this means that the circle will be in the cell of the triangle, and the triangle will be in the cell of the circle. As a result, the triangles will be in the cells with the letters M, and the circles will be in the cells with the letters P...".
After this, a more complex task is considered, where two swaps need to be made (Fig. 5).
A B
Fig. 5. Condition of problem with two actions
After conducting, - just as when solving a posed options for both actions, a possible solu-problem in one step, - a discussion of the pro- tion is given: 1) A1 - C1, 2) B1 - A2 (Fig. 6)
N К т
N К т
ABC
1) A1 - CI; 2) B1 - A2. Fig. 6. Solving a problem with two actions
Again addressing the children, the organizer explains "... first, you can swap the circle (from cell A2) and the triangle (from cell B2), so that the two triangles end up in the cells with the letters H, then you can swap the circle (from cell B2) and the square (from cell B1)".
He then notes "...if the problem has several possible solutions, then when you solve the problems, write only one solution.".
After this introductory information part of the lesson, each student receives a sheet with problems (Fig. 1).
Having answered the children's questions about the arrangement of the problems on the sheet, the organizer advised: "Solve the problems
one by one, without skipping a single problem. There is no need to draw pictures of the conditions of the problems on your sheet: just write the problem number and next to it one option for the required number of actions to solve it, - just like we had on the board when we solved the problems. When solving problems, you cannot write or mark anything anywhere. Problems must be solved only mentally, "in your mind". Act carefully and independently."
3. Results.
The data on the nature of planning when solving problems, obtained in group experiments, are presented in the table.
Table. Levels of planning ability in schoolchildren of grades 6-9 (in %)
Class Levels of formation of planning actions
Zero Initial Partial Holistic
1 2 3 4 5
5 (52 st.) 15,4 9,6 19,2 38,5 17,3 0,0 0,0 0,0
6 (55 st.) 12,7 7,2 27,2 30,9 21,8 0,0 0,0 0,0
7 (53 st.) 5,7 3,8 22,6 33,9 24,5 9,4 0,0 0,0
8 (58 st.) 0,0 8,6 12,1 37,9 27,6 13,7 0,0 0,0
9 (56 st.) 0,0 1,8 5,3 28,6 39,3 21,4 3,6 0,0
The data presented in the table allow us to fairly informatively characterize the development of planning skills in each age group of schoolchildren.
Thus, there is a gradual decrease in the number of children with a zero level - from 15.4% in
the fifth grade to the absence of such a group of children in grades 8-9. Unfortunately, in the seventh grade there are still children who do not understand the instructions well, in particular, the fact that the figures should be swapped at the same time, and not moved separately.
It is important to note, within the context of the hypotheses put forward, the differences in the ability to plan between groups of younger adolescents (5th and 6th grade students, a total of 107 people) and groups of older adolescents (8th and 9th grade students, a total of 114 people).
As expected, there are more students with zero, initial, and partial levels of development of the ability to plan among younger adolescents than among older adolescents, respectively: 28.1% and 0.0%, 16.8% and 10.4%, 46.4% and 17.4% - the difference in the latter indicators is statistically significant at p < 0.01 (the 9* Fisher's criterion was used to determine the significance of the differences).
Thus, there are significantly more students among younger adolescents than among older adolescents who are unable to develop a plan for solving problems, including all the required actions, from the first to the last.
Furthermore, there were also more students with the first degree holistic level among younger teenagers (although not by much) than among older teenagers, 69.4% and 66.5%, respectively (the difference in these indicators is statistically insignificant).
However, there were significantly fewer students with the second degree holistic level among younger teenagers than among older teenagers, 39.1% and 66.9%, respectively (the difference in these indicators is statistically significant at p < 0.01).
There are no students with the third degree holistic level among younger teenagers at all, while among older teenagers there are more than a third of such students - 39.1%. Thus, the results obtained in the group experiments indicate that the alternative hypothesis of the study was confirmed, since the differences in the development of the ability to plan between the results of younger and older teenagers turned out to be statistically significant, in particular, with respect to children who demonstrated partial and holistic (second and third degrees) levels of development of the ability to plan when solving the problems of the applied methodology.
4. Conclusion.
Thus, we have conducted a study devoted to the study of the characteristics of age-related changes in the ability to plan in schoolchildren in grades 5-9. For this purpose, the "Figures and Letters" technique was developed, which allows
differentiating children with different levels of development of the ability to plan: zero, initial, partial and complete (including five levels of complexity).
As a result of a series of group experiments using the above technique, the levels of development of the ability to plan in fifth-graders, sixth-graders, seventh-graders, eighth-graders and ninth-graders were characterized.
The results obtained indicate that, as shown by the mathematical processing of the experimental data, the ability to plan is significantly worse developed in younger adolescents (students in grades 5 and 6) than in older adolescents (students in grades 8 and 9).
This means, on the one hand, that among younger teenagers there are significantly more children (46.4%) than among older teenagers (17.4%) with a partial level of development of the ability to plan, characterized by the fact that the student is able to plan each subsequent action in the process of solving a problem only after the previous one has been completed, i.e. can plan the solution of a problem only by individual actions, in parts.
On the other hand, an important fact is that among older teenagers there are significantly more children than among younger teenagers who are able to make a plan of all the required actions to solve a multi-element problem before completing the first action, respectively: 66.9% and 39.1%.
Thus, the data of our study show the presence of serious reserves in the development of the ability to plan in younger teenagers. This allows us to consider that one of the important goals of education in a teenage school is the activation of these reserves and the creation of conditions that contribute to the fact that the majority of younger teenagers can plan the solution of problems in a holistic manner.
The achievement of this goal can be facilitated by organizing developmental classes in extracurricular activities on various materials (in particular, on non-educational). Such classes are also necessary to improve the academic performance of younger adolescents, since, as interviews with teachers have shown, children with zero, initial and partial levels of planning are considered to be poorly performing students, while children with a holistic level of planning are considered to be good performers.
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ХАРАКТЕРИСТИКА ДЕЙСТВИЙ ПЛАНИРОВАНИЯ МЛАДШИХ И СТАРШИХ ПОДРОСТКОВ
А.З. Зак, вед. науч. сотр.
Психологический институт Российской академии образования (Россия, г. Москва)
Аннотация. Статья отражает содержание исследования, связанного с изучением особенностей формирования действий планирования у младших (ученики 5 и 6 классов, - 107 человек) и старших (ученики 8 и 9 классов, - 114 человек) подростков. Были охарактеризованы четыре основных уровня сформированности действий планирования: нулевой, исходный, частичный и целостный. В результате групповых экспериментов на материале пространственно-комбинаторных задач было установлено, что большинство старших подростков, - в отличие от младших подростков, - способны планировать решение задач на целостном уровне.
Ключевые слова: уровни сформированности планирования: нулевой, исходный, частичный, целостный; младшие подростки (5 и 6 классы); старшие подростки (8 и 9 классы); пространственно-комбинаторные задачи.
