Abstract
This paper draws on empirical evidence obtained in the field of learning psychology. Within this study, learning is conceptualized not as isolated cognitive act but as an interactive process involving multiple participants, where a shared system of meaning-making constructs (SSMC) emerges through interaction. The findings indicate that the development of such a system represents a fundamental prerequisite for the effectiveness of people’s joint educational activity. In line with the theoretical perspective proposed by S.M. Dzhakupov, joint dialogic cognitive activity can only be realized when this shared meaning system is successfully established. The article presents the development stages of the SSMF, substantiates its significance for productive interaction and learning, describes methods for diagnosing the SSMC, and provides an empirical example illustrating the impact of the SSMC development on the learning process.
The study aims to present a psychological model describing teacher-student interaction within the learning process, as well as to identify and systematize diagnostic mechanisms applicable to the analysis of joint activity.
A total of 500 teachers participated in the study: 250 were assigned to the control group and 250 to the experimental group. The research was aimed at identifying the features of the formation of the SSMC in interaction and analyzing its impact on the subjects of the educational process through the observation form and the study of creativity and imagination of teachers.
The results obtained enabled us to identify the factors fostering the process of the SSMC development as well as the characteristics of its impact on learning effectiveness.