Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism

Abstract

Background. This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving. Objective. To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. Method. A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the “conceptual changes” approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. Results. The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Conclusion. Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of “critical” action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of “full insight” to reveal a special type of reason for an erroneous action.