Abstract
The paper aims to reveal essence of the notion “educational and cognitive activity”, to identify specificity of educational and cognitive activity in secondary educational institutions. The article analyses the cognate terms “educational activity”, “cognitive activity”, “teaching”, “learning”, compares approaches to understanding educational and cognitive activity. Educational and cognitive activity is considered as an autonomous phenomenon. Scientific originality of the study lies in the fact that relying on the conducted analysis, the author clarifies the notion “educational and cognitive activity”, which is defined as a learner’s activity to acquire educational-cognitive competences. This activity facilitates learning outcomes and promotes personal changes. The research findings broaden understanding of educational and cognitive activity, which is considered as an independent activity, and can serve as a theoretical basis for modelling a learner’s educational and cognitive activity.
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