Zone Of Proximal Development Concept Research Articles

Learning on the job through collaborative learning: analysing the appropriation of BIM knowledge in micro-enterprise architectural design companies

The lack of Building Information Modelling (BIM) knowledge appropriation by Architectural, Engineering, Construction and Operation (AECO) professionals is often considered one of the main obstacles to successful BIM implementation. Although barriers to implementation have been substantially investigated, a literature review on knowledge appropriation revealed that this area is poorly investigated and biased towards small and medium construction companies. The review also shows that no published research has addressed micro-enterprise design firms, despite these representing approximately 90% of the firms in the AECO sector. In this context, this research investigates whether collaborative learning can be a teaching and learning strategy for appropriating BIM knowledge in architectural design micro-enterprises. The Zone of Proximal Development concept and the Collaborative Learning method were the theoretical lenses to study BIM knowledge appropriation. The research method involved documental analysis of four years of data from a micro-enterprise. The data was classified into vertical collaboration, diagonal collaboration; horizontal collaboration; and individual action. Results show a progressive development of the professionals’ (BIM knowledge) autonomy, as they gradually moved from individual action and vertical collaboration relationships to diagonal and horizontal collaboration actions. The evidence indicates that teaching and learning strategies can contribute to the appropriation of BIM knowledge in the context of micro and small companies.

From Their Eyes: What Constitutes Quality Formative Written Feedback for Neurosurgery Residents

The characteristics of quality feedback from the neurosurgery resident's perspective are not fully elucidated. The Surgical Autonomy Program is an intraoperative assessment tool based on Vygotsky's Zone of Proximal Development (ZPD). SAP facilitates assessment of a resident's operative performance accompanied by written feedback. The goal of this study was twofold: to identify themes from the written feedback of SAP operative assessments and to examine if these themes influenced the neurosurgery residents' perception of feedback quality. In 2021, SAP data from 2019-2021 at two neurosurgery programs were reviewed. Feedback quality from the SAP was determined by the resident at the time of their assessment. Using a constant comparative technique, the feedback was coded using a thematic analysis. The quality of feedback within each code was analyzed. There were 2968 SAP entries evaluated. When the ZPD concept was fully used, residents reported high quality feedback 91.4% of the time compared to 58.6% when ZPD was not used (p < 0.001). Qualitative analysis of the written feedback revealed five themes: Non-Specific, Specific General Observations, Key Points, Next Steps, and Independent Practice. Feedback in the Specific General Observations, Key Points, and Independent Practice categories were associated with higher level feedback than leaving the space blank (p < 0.001) or writing Non-Specific comments (p < 0.001). Providing comments that discuss the resident's specific performance in the case, key learning points, or their progress towards independence, results in high quality feedback. Utilizing a theory-based tool such as the SAP can provide meaningful feedback to neurosurgical residents.

A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics

For decades, Vygotsky’s Zone of Proximal Development (ZPD) has been utilized as an important theoretical framework for exploring and analysing the concept of learning, but its implications for teachers remain much less explored. In this article, I conceptualise some of the roots of Vygotsky’s sociocultural theory of learning and, on this basis, I explore the ZPD as an ethical and powerful zone for teaching. Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, the major question stated, What are the ethical responsibilities of teachers to guide students do mathematics that is beyond their independent ability? intends to open up an original line of inquiry. I first give an overview of this learning theory, as it stemmed from Marxism, my means of supporting examples from mathematics education research literature. It follows a discussion on the issue of ethics and responsibility to more explicitly highlight the ethical responsibilities and power of teachers that are implicit in the concept of ZPD.

Еще раз о зоне ближайшего развития

The article presents an analysis of L.S. Vygotsky’s concept of a zone of proximal development (ZPD); considers various ZPD definitions; provides a critical review of the most popular definition of ZPD as adopted from L.S. Vygotsky’s 1935 work and used as basic by English-speaking authors. Taking into account the fact that L.S. Vygotsky’s general methodological intention was to establish psychology as a practice and that his developmental theory as well as the ZPD concept development remained incomplete due to the known life circumstances, we analyze L.S. Vygotsky’s writings that allow for another ZPD conceptualization, which differs from the one implied by the 1935 definition, so as to attempt at reconstructing the concept. In reviewing L.S. Vygotsky’s assumptions regarding the learning-development relationship; ZPD; its relevance for diagnostic assessment and teaching; feasibility of extrapolating the ZPD concept onto different personality aspects, the authors identify substantive aspects of the ZPD concept that the "canonical" definition lacks. The article describes a multidimensional model of ZPD, which has taken shape within the Reflection-Activity Approach to assisting students with overcoming learning difficulties and which integrates Vygotsky's key ZPD-related ideas. E.G. Yudin’s conceptualization of methodological functions of conceptual schemes is used to reconstruct the methodological status of the ZPD concept. The authors demonstrate that, since its inception, the ZPD concept has passed through the stages of an explanatory principle, a research subject, and a methodological tool for constructing new subjects of research and development.

Unraveling the implicit challenges in fostering independence: Supervision of Chinese doctoral students at Dutch universities

Training researchers represents a substantially deeply international activity for higher education, and yet the transition into independence, a critical aim of doctoral education, remains a challenge for both supervisors and doctoral students, especially those from different cultural backgrounds. Interactions between Chinese doctoral students and their supervisors at Dutch universities exemplify the challenges in such an intercultural context. Interviews with 21 Chinese doctoral students and 16 supervisors from three Dutch universities reveal three potential challenges to fostering independence: (1) misalignment in supervisors’ and students’ conceptualizations of independence due to implicit diversity; (2) misalignment between supervisory support and students’ zone of proximal development (ZPD) of independence, as derived from the broader ZPD concept, especially in the first year of the doctoral study; and (3) a gap between supervisors’ interpretation of students’ visible learning behavior and students’ actual concerns. We provide a rich description of these hidden challenges and conclude with a framework outlining the relationships among the three layers of challenges. In so doing, we provide detailed information and a practical tool for supervisors to increase students’ awareness and skills, accurately diagnose students’ ZPD, recognize and reduce any potential misalignments in time, and thereby support students’ transition into independence. We conclude by discussing the practical and theoretical implications of our findings for supervisors and students in other intercultural contexts to reflect on their own practices and explore new ways of promoting international students’ transition into independence.

Application of Accounting Scaffolding Learning Using Fingertips to Increase Learning Result

The research aim to improve the student learning outcomes. Accounting scaffolding using fingertips is learning with scaffolding approach based on Zone of Proximal Development concept which uses the learning strategy/support given during a learning process based on Mnemonic Akrostik and Loci technique using fingertips that is applied at the accounting learning on journal material. This research used Classroom Action Research approach which conducted in two cycles and used the qualitative descriptive research method. The results of applying the scaffolding learning accounting using the fingertips are learning runs very well, unified nature of accounting scaffolding using the fingertips helps engaging the students and they are very active, enthusiastic/motivated and reduce frustration. It is an effective learning and it improves the students understanding to be more independent to achieve the learning objectives; application of accounting scaffolding learning using fingertips improves learning outcomes. The improved learning at cycle I, 78,1% is a good criteria and at cycle II, 90.6% is a good criteria, and the students activity at cycle I, 77% is a good criteria and at cycle II, 84% is a good criteria; and student response to learning is good because it is fun and can improve comprehension.

Measurement of Early Science and Mathematics Standard Instrument: Performance Assessment and psychometric setting using ZPD Concept

Objective: The purpose of this study is to measure an instrument that could assess Early Science and Mathematics Standard in the domain of science and technology. Children’s measurement standards in early years include the performance in thinking skills. The design is a combination of the theoretical framework representing Early Sciences and Mathematics Standard and Zone of Proximal Development (ZPD). Method/Analysis: We developed a performance assessment standard and scoring set (rubric) for measuring children’s responses. Participants in this study were 30 children of 2-year old and 30 children who were 3 years old. These children were from several child-care centres. 21 items on scientific attitude, scientific skills, investigate the nature of life, pre-number experience, concepts of number, shapes and space, and construction were assessed. Mathematical models such as the Rasch model have provided useful representations of social science problems where it coordinates data with the requirements of a useful definition of measurement. Findings: The study shows the Many-facet Rasch Measurement (MFRM) an extended version of the Rasch Model techniques which is combined with children’s measurement standards to examine the validity and reliability of scores for the performance rating scale. Additionally, an infit statistic (.76) for 2 years and (1.46) for 3 years for higher responses support the validity of scores. For reliability, the person reliability is good at .99, rater reliability is at .97, domain reliability is good at 1.00 and the item reliability is at .96 for overall scoring measure. Application/Improvement: This paper provides educators and researchers with a useful tool to facilitate measurement in early childhood years. It gives a great recommendation where the instrument is valid and reliable.

Expanding Teacher Comfort Zones: Developing Professionalism

&lt;p&gt;The age we live in is characterized by a constant flow of information and an ever changing set of skills. Such change produces new challenges for teachers and places new obligations on them. Research also shows that teaching quality is paramount for student success. Teachers are thus required to update their knowledge and refine their teaching skills. The present paper argues for the relevance of Vygotsky’s zone of proximal development (ZPD) to teacher education. More specifically, it makes the point that teachers in the new millennium are called upon more than ever before to extend their ZPDs in order to help their students learn effectively in an age pregnant with new challenges. Starting with a brief overview of the concept of ZPD, the paper moves to argue for its application to teacher education. It also unveils the different stages of developing the ZPTD (zone of proximal teacher development), and the characteristics of proximal teacher development that are bound to impact positively on student learning. It ends with practical suggestions that can improve the ZPTD, like participating in conferences, joining teacher associations, and being involved in action research.&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;

Measurement of Early Science and Mathematics Standard Instrument: Performance Assessment and psychometric setting using ZPD Concept

Objective: The purpose of this study is to measure an instrument that could assess Early Science and Mathematics Standard in the domain of science and technology. Children’s measurement standards in early years include the performance in thinking skills. The design is a combination of the theoretical framework representing Early Sciences and Mathematics Standard and Zone of Proximal Development (ZPD). Method/Analysis: We developed a performance assessment standard and scoring set (rubric) for measuring children’s responses. Participants in this study were 30 children of 2-year old and 30 children who were 3 years old. These children were from several child-care centres. 21 items on scientific attitude, scientific skills, investigate the nature of life, pre-number experience, concepts of number, shapes and space, and construction were assessed. Mathematical models such as the Rasch model have provided useful representations of social science problems where it coordinates data with the requirements of a useful definition of measurement. Findings: The study shows the Many-facet Rasch Measurement (MFRM) an extended version of the Rasch Model techniques which is combined with children’s measurement standards to examine the validity and reliability of scores for the performance rating scale. Additionally, an infit statistic (.76) for 2 years and (1.46) for 3 years for higher responses support the validity of scores. For reliability, the person reliability is good at .99, rater reliability is at .97, domain reliability is good at 1.00 and the item reliability is at .96 for overall scoring measure. Application/Improvement: This paper provides educators and researchers with a useful tool to facilitate measurement in early childhood years. It gives a great recommendation where the instrument is valid and reliable.Keywords: Early Science and Mathematics, Domain of Science and Technology, Performance Assessment Standard, Mathematical model, MFRM

Scope Management: A Core Information System Implementation Project Pedagogy

This article describes an initiative to provide IS management a capstone course that builds on the zone of proximal development concept, oriented towards developing prioritization and critical reasoning skills, and to promote self-learning. Request for proposal business cases appear to offer effective mechanisms for retaining context, while constraining scope for academic purposes.

Teacher's Professional Development from Vygotskian Optique

Vygotsky's concept of ZPD (Zone of Proximal Development) has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000). Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline namely; Valsiner's (1997) Zone theory and Blanton, Westbrook and Carter’s (2008)illusionary zone (IZ)to provide a broad picture of the most influential variables facilitating or constraining teacher's professional development or, as specifically defined here, his ZPD progression. Several excerpts in the form of teacher comments taken from different qualitative studies in the related literature are given to lay evidence for the effect, if any, of the raised variables. Finally, the paper concludes with some practical tips for the pre/in-service language teachers as to how to keep their evolving ZPD dynamic in their long-life language teaching profession.

A COMPARATIVE STUDY OF THE EFFECTIVENESS OF VYGOTSKY'S CONCEPT OF ZONE OF PROXIMAL DEVELOPMENT AND TRADITIONAL METHOD FOR TEACHING MATHEMATICS AT ELEMENTARY LEVEL

Earlier, only one study analyzed ZPD in graduate teacher training programmes ofAllama Iqbal Open University. In contrast, present study was a classroom experiment;the purpose was to investigate the comparative effectiveness of Vygotsky's Concept ofZone of Proximal Development and Traditional Method for teaching Mathematics atElementary Level. The design of the study was pertest-posttest control group designand the sample of 48 students equated on their prior ability in maths into 24-studentsexperimental and control group each. The measuring instrument of the research was aself-prepared achievement test of 40 multiple-choice items in the subject ofmathematics for 8th grade level. The treatment span was for six weeks, forty minuteseach day. After collecting data, it was analyzed through mean, standard deviation,coefficient of variability and t- test.Findings of the study show that the students who were taught mathematics throughVygotskyian method of Zone of Proximal Development complemented by scaffoldingdid better in mathematics achievement than the students taught through theconventional method.Hence, Vygotskian model of teaching was perhaps a better substitute of traditionalmode of teaching mathematics to elementary students.

As formulações de Vygotsky sobre a zona de desenvolvimento proximal

O conceito de zona de desenvolvimento proximal (ZDP) é, provavelmente, o assunto mais conhecido da teoria de Vygotsky. Ele tem sido bastante discutido atualmente. Esperando contribuir para a compreensão deste debate contemporâneo, focalizamos, no presente estudo, temas recorrentes nos escritos de Vygotsky. Lemos dez textos do autor onde ele constrói o conceito de ZDP. Depois de ler esses textos, sintetizamos as formulações do autor sobre os seguintes tópicos: críticas ao diagnóstico tradicional; definições explícitas do conceito; redefinição do conceito de imitação; ZDP e a brincadeira; ZDP e a interação entre desenvolvimento e aprendizagem; ZDP e a interação entre conceitos cotidiano se científicos; valor prático e valor teórico do conceito.

VYGOTSKY: A CONSTRUÇÃO DE COMPETÊNCIA LINGUÍSTICA

SUMMARY: The article examines the Construction of the Linguistic Perfomance as verified in the fundamental level school. The article aims at discussing and analyzing the pedagogical strategies inspired from the Zone of Proximal Development concept elaborated by Vygotsky, intended to stimulate the Construction of the Linguistic Performance. The method employs the longitudinal study developed in the country area (5 th , 6 th and 7 th grades). Based on the students text production, the Construction index can be measured from the analysis of structural, organizational and orthographic elements.

The Seria-Think Instrument

The Seria-Think Instrument is a novel dynamic assessment measure developed for assessment and intervention with young children showing a variety of arithmetic difficulties. The Seria-Think Instrument is based on Vygotsky's zone of proximal development (ZPD) concept and Feuerstein's mediated learning experience (MLE) theory. The Seria-Think Instrument tasks require the operation of seriation, in combination with mastery of maths skills of addition and subtraction. The task is to insert a set of cylinders into a set of holes varying in depth (in a wooden block) so as to get rows with equal height, increasing height, and decreasing height. The task must be performed with as few insertions as possible; the holes can be measured by a measuring rod. Solving problems on the Seria-Think Instrument requires planning, systematic exploratory behaviour, simultaneous consideration of few sources of information and control of impulsivity. The dependant measures are number of insertions, number of measurements and performance. A sample of grade 2 children randomly assigned to experimental (n =24) and control (n = 24) groups. Both groups were administered a preand post-teaching phases on the Seria-Think Instrument before and after an intervention. The experimental group received mediation of planning, regulation of impulsivity, comparison and computation whereas the control group received free-play manipulative experience with no teaching. Both groups received a content related maths test after the post-teaching phase. A repeated measures MANOVA of treatment by time (2 x 2) was carried out with number of insertions, number of measurements and performance scores as dependent variables. The findings showed significant treatment by time interaction (F (3, 44) = 8.41, p &lt; .0001) indicating that the experimental children significantly increased their number of measurements and decreased their number of insertions from preto post-teaching phase. The control children showed about the same pattern of response before and after the treatment. Stepwise regression analyses showed that maths score were predicted in the experimental group by post-teaching number of insertions (R2 = .19)-the less insertion the child used in the post-teaching phase, the higher the maths score. In the control group maths scores were predicted by post-teaching number of measurements and post-teaching performance (R2 = .54)-the higher the score on both variables the higher the maths score. In both groups the post-teaching scores were more accurate in predicting the maths scores than the pre-teaching scores. The findings are discussed in view of previous dynamic assessment findings, Vygotsky's ZPD concept, and MLE theory.

Dynamic Assessment of Young Children: Educational and Intervention Perspectives

Dynamic/interactive assessment (DA) has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual's learning ability, specific deficient functions, change processes, and mediational strategies that are responsible for cognitive modifiability. A growing need for DA with young children has emerged recently because decisions about treatment should be made as early as possible. The objectives of this paper are to review the major criticism of the standardized static testing approach, present the theoretical basis of the DA approach, describe current research on DA of young children within educational and intervention perspectives, and suggest some directions for future research. The theoretical foundations of the presented research derive from Vygotsky's sociocultural theory, specifically the zone of proximal development concept, and Feuerstein's mediated learning experience theory. DA has been applied with different clinical and educational groups and was found to be more accurate in reflecting children's learning potential than static tests, especially with minority and learning disabled children. The mediational strategy is also reported as more effective than other intervention approaches (e.g., graduated prompt). The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing “learning how to learn” skills. Crucial issues of cost-effectiveness, training, reliability and validity, and generalization are discussed.

Mediated Learning and Cognitive Modifiability

This study examines the relation between mediated learning experience (MLE) and cognitive modifiability among children who underwent cultural change. The case of Ethiopian immigrant children who had to adapt to Israeli society, tested by a dynamic assessment (DA) approach, was used. Our main hypothesis, based on L. S. Vygotsky’s (1978) zone of proximal development concept and R. Feuerstein’s (1991) MLE theory, was that these immigrants would reveal cultural difference but not cultural deprivation. A group of first-grade Ethiopian immigrants was compared with a group of Israeli-born children on the Colored Progressive Matrices (CPM), the Children’s Analogical Cognitive Modifiability test, and the Children’s Inferential Thinking Modifiability test. There were significant group differences on the CPM and on the Preteaching scores of both DA measures, indicating superiority of the Israeli-born comparison group. However, after a short but intensive teaching process, the Ethiopian group narrowed the gaps and performed at about the same level on Postteaching and Transfer tasks.

Heuristic value of the notion of zone of proximal development in the study of child and adolescent construction of concepts in physics

The heuristic value of the concept ofzone of proximal development in the field of scientific instruction is demonstrated by means of a study on the construction of the concept offorce by students aged 14 and 15. Based on an analysis of the differences between the students’ intuitive concepts and those taught in school, a sequence of learning steps are proposed to allow students to achieve the “shifts” needed to receive the concept of force, defined as an interaction between systems. Acting on the zone of proximal development means taking advantage of what students already know in order to help them construct precursory concepts in preparation for new conceptual propositions. The original teaching sequence presented is based on experimental problem situations designed to promote modelling skills. Students are asked to make predictions about measurement variations. To perform these prediction tasks, they must construct new concepts and use specific representation techniques. The study enabled us to show that it is possible in ten sessions to lead students to construct a precursor for the formal concept of force.