@ARTICLE{26583223_310905635_2019, 
	author = {Vitaliy Rubtsov and Elena Visotskaya and Anatoliy Zak and Maria Yanishevskaya and Irina Ulanovskaya}, 
	keywords = {, meta-subject educational results, cognitive reflection, the ability to plan, the ability to solve search problemsthe stage of transition to secondary school},
	title = {The Dynamics of Meta-Subject Educational Results in Primary School at the Stage of Transition to Secondary School},
	journal = {Psychology. Journal of Higher School of Economics},
	year = {2019},
	volume = {16},
	number = {3},
	pages = {511-528},
	url = {https://psy-journal.hse.ru/en/2019-16-3/310905635.html},
	publisher = {},
	abstract = {The article presents the data of diagnostic research that determined the formation levels of meta-subject educational results: the development of initial forms of cognitive reflection, ways to solve search problems, the ability to plan for students in Grades 5 and 6 (the transition to secondary school). The study involved 517 students from 14 schools in Moscow and from a small town near Moscow. The meta-subject educational results were determined using the method of Replacements (authored by A. Z. Zack). The data of preliminary diagnostics obtained during the survey of more than 2000 primary school graduates in 2011 was taken as a ‘reference point’. The dynamics of meta-subject results during training in the transitional 5th and 6th grades of secondary school were treated. The qualitative levels of cognitive reflection (conceptual or meaningful reflection, formal reflection, no reflection), the ability to solve search problems (the solution is carried out in a general way, the solution is performed in a particular or concrete way, no method of solving search problems) and the ability to plan (entire planning, empirical planning, no planning). It is shown that the level of meta-subject results of fifth graders is quite low: meaningful reflection is noted in 7.4% of students, the ability to solve problems in a general way - in 30.5%, and entire planning - in 10.2% of children. There is some positive dynamics during the training in Grade 6: conceptual reflection is demonstrated by 11.7% of sixth-graders, the ability to solve problems in a general way - by 46.1% of children, and entire, holistic planning - by 28.1%. In conclusion, the comparison of obtained data with the results of the same Replacements Method (data of primary school graduates in 1980) is discussed.},
	annote = {The article presents the data of diagnostic research that determined the formation levels of meta-subject educational results: the development of initial forms of cognitive reflection, ways to solve search problems, the ability to plan for students in Grades 5 and 6 (the transition to secondary school). The study involved 517 students from 14 schools in Moscow and from a small town near Moscow. The meta-subject educational results were determined using the method of Replacements (authored by A. Z. Zack). The data of preliminary diagnostics obtained during the survey of more than 2000 primary school graduates in 2011 was taken as a ‘reference point’. The dynamics of meta-subject results during training in the transitional 5th and 6th grades of secondary school were treated. The qualitative levels of cognitive reflection (conceptual or meaningful reflection, formal reflection, no reflection), the ability to solve search problems (the solution is carried out in a general way, the solution is performed in a particular or concrete way, no method of solving search problems) and the ability to plan (entire planning, empirical planning, no planning). It is shown that the level of meta-subject results of fifth graders is quite low: meaningful reflection is noted in 7.4% of students, the ability to solve problems in a general way - in 30.5%, and entire planning - in 10.2% of children. There is some positive dynamics during the training in Grade 6: conceptual reflection is demonstrated by 11.7% of sixth-graders, the ability to solve problems in a general way - by 46.1% of children, and entire, holistic planning - by 28.1%. In conclusion, the comparison of obtained data with the results of the same Replacements Method (data of primary school graduates in 1980) is discussed.}
}