Zone Of Proximal Development Research Articles

CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION

This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students

An Exploration of Cognitive Diagnosis in Medical Education: Constructing Comprehensive Feedback for Enhanced Student Learning.

Feedback stands as a cornerstone in facilitating knowledge and skill acquisition, particularly in the realm of self-directed learning. Drawing from Vygotskian theory, which posits learning as an apprenticeship process within the zone of proximal development (ZPD), effective feedback becomes a crucial scaffold for students navigating their educational journey. This article delves into the significance of feedback, guided by Hattie and Timperley's three pivotal questions. While clinical environments recognize the importance of feedback in patient care, its application during the formative preclerkship years often remains overlooked.

Using Trentham’s principle of inverse consistency to vet models of human development for use in Christian educator preparation programs

This article aims to utilize Trentham’s Inverse Consistency Protocol (ICP) to appraise human development models for use within Christian educator preparation programs. The authors propose that the ICP can be applied to any secular paradigms to discern potential areas of inconsistency with an institution’s faith tradition. To illustrate application of the ICP in this way, Vygotsky’s Zone of Proximal Development (ZPD) model was provided as an example of one model of human development that is widely taught in educator preparation programs. The ZPD model was submitted through the four-step inverse consistency protocol. Findings suggest that ICP is a reflective tool for engaging with the social sciences with integrity after protocol results indicated that ZPD is an appropriate model for use by Christian educators when used responsibly. Implications for extended use of ICP are discussed.

Use of a clinical reasoning scaffolding document improves student performance

ObjectiveClinical reasoning is an essential skill set for practicing pharmacists to possess. Given its complex nature, optimal pedagogies for teaching clinical reasoning are largely unknown. The use of scaffolding to expand a student's zone of proximal development and improve clinical reasoning performance was assessed in this study. MethodsThis prospective, observational cohort study of second professional year (P2) students compared performance of those who were exposed to a clinical reasoning scaffolding tool (CRST) to historic control P2 students (No CRST) on FARMR notes in alignment with the Pharmacists' Patient Care Process. Student performance was assessed using an entrustment-like scale for each of 5 sections (Findings, Assessment and goals, Recommendations, Monitoring, and Rationale) of the FARMR to link classroom and experiential education settings. ResultsIn total, 141 CRST students from 28 groups were compared to 77 No CRST students from 13 groups. CRST students performed significantly higher in Assessment and goals of therapy, Recommendations, Monitoring, Rationale sections but no difference in Findings. ConclusionsScaffolding has been utilized successfully in other health professions education. This study provides evidence of it successfully improving student pharmacist clinical reasoning skills, an essential ability for successful pharmacy practitioners.

Sociocultural Theory in Early Childhood Education

Early childhood education (ECE) is pivotal for children's development, with Lev Vygotsky and Urie Bronfenbrenner's sociocultural theory stressing social interactions and family engagement. Sociocultural principles advocate for tailored learning within the Zone of Proximal Development (ZPD) and emphasize language's role in cognitive development. However, ECE faces challenges like funding shortages and staff turnover, exacerbated by the COVID-19 pandemic. Sociocultural theory suggests collaborative partnerships to address these issues, stressing educator-student and family-school connections. It also advocates for community involvement to bridge financial gaps and highlights the importance of professional development for teachers. Family participation is crucial, recognizing diverse family influences and educational styles. Sociocultural theory promotes inclusive practices accommodating diverse needs, temperaments, and learning styles, fostering creativity, problem-solving, and socialization in ECE settings. Early childhood education (ECE) is pivotal for children's development, with Lev Vygotsky and Urie Bronfenbrenner's sociocultural theory stressing social interactions and family engagement. Sociocultural principles advocate for tailored learning within the Zone of Proximal Development (ZPD) and emphasize language's role in cognitive development. However, ECE faces challenges like funding shortages and staff turnover, exacerbated by the COVID-19 pandemic. Sociocultural theory suggests collaborative partnerships to address these issues, stressing educator-student and family-school connections. It also advocates for community involvement to bridge financial gaps and highlights the importance of professional development for teachers. Family participation is crucial, recognizing diverse family influences and educational styles. Sociocultural theory promotes inclusive practices accommodating diverse needs, temperaments, and learning styles, fostering creativity, problem-solving, and socialization in ECE settings.

THEORY OF CONSTRUCTIVISM AND A COMMUNICATIVE COURSEBOOK AS A PREREQUISITE FOR ORGANIZING THE FIRST YEAR IT STUDENTS’ INDEPENDENT WORK AT THE ESP CLASSES

This article explores how the theory of constructivism, enclosed in the communicative coursebook, influences the design of independent work for the first-year IT students, learning a foreign language. It outlines the fundamental elements of constructivism such as self-directed learning and growth, as well as it considers two key dimensions of productivity: self-reliance and educational accomplishment with focuss on the crucial role of the Zone of Proximal Development (ZPD) and “scaffolding” conceptions within this paradigm. Our research emphasizes the efficacy of constructivism and the learning cycles of the communicative coursebook, built on the constructivists’ principles, in enhancing students' learning experiences, promoting active knowledge and skills acquisition, and cultivating critical thinking skills. Practical examples of applying constructivism to educational processes are provided here to enhance students' proficiency in English as a foreign language. Finally in this article, the four stages procedure of the students’ involvement into independent work within the communicative coursebook’s learning cycles- is described and the main assumption about the four-stage procedure, based on the experience of piloting the communicative coursebook, is made: this communicatively-oriented procedure appears to become an effective tool of learning, teaching and communication.

Exploring student roles in mixed-proficiency triads for dialogic peer feedback learning

ABSTRACT Incorporating Vygotsky’s concepts of scaffolding and Zone of Proximal Development, this paper presents a qualitative study examining student roles in dialogic peer feedback learning, focusing on Chinese English-as-a-foreign-language (EFL) students in mixed translation proficiency triads within an English-Chinese translation course. During feedback sessions, the instructor assigned the receiver role, allowing flexibility for the other students to assume roles based on preference. Analysis of multiple data sources (surveys, feedback audio recordings, focus group interviews, and one-on-one semi-structured interviews) revealed students undertaking five feedback roles: receiver, observer, giver, summariser, and coordinator. Notably, students across diverse translation proficiency levels demonstrated distinct interaction strategies, particularly in giver and receiver roles, influenced by factors such as feedback literacy and student motives. Implications are provided to innovate and improve further peer feedback practices.

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.

Handling Disruptive Behaviors of Students in San Jose National High School

The study south to answer the following sub- questions: 1. Psychological Profile of the students along; a. Age b. Gender, c. Employment Status of Parents, d. Income of the Family, e. Number of Adult in the Household, f. Relationship with the Parents, g. Number of Siblings, and h. Recreational Activity; 2. Common extreme disruptive behaviors observed by the Teachers, 3. Techniques used to deal and correct disruptive behavior of the students, 4. Intervention program to proposed as enhancement in the techniques used for dealing and correcting the disruptive behavior of the students. The study is anchored on the Educationalist Theory of John Locke, Zone of Proximal Development of Lev Vygotsky, B.F. skinners’ Operant Conditioning Theory, Behaviorist Theory, and the Theory of Contingency Management. The respondents of the study were the identified students with disruptive behaviors of San Jose National High School, regardless of the year level, who belongs to the twenty percent (20%) of the total population of the school who were identified and assessed by the Curriculum Chairman. Anecdotal records of the advisers and subject teachers served as bases in the gathering of the pertinent data relevant to the study. The descriptive method of research utilizing document analyses was used in this study. The data gathered from the respondents were analyzed using frequency count, percentage, and weighted mean. Findings of the study revealed that 1. The psychological profile of the respondents disclosed that most of the student respondents belong to the 14-15 age bracket. There were more male student respondents with disruptive behavior than female students. Most of the respondents’ families were undeployed (46.46%). Two hundred forty-two (242) or 84.61 % of the student respondent’s family earned below 15,999 a month which is below the poverty threshold stated by NEDA. The number of adults in the family was more than five. Eighty-six or 30.07 % of the respondents were not so close to their parents and watching television was the common recreational activity of the family among the respondents; 2. The common disruptive behaviors that were always manifested by the students were unnecessary talking with a mean score of 4.51 and use of cell phones with a total mean score of 4.43 transferring seats (4.03) and entering class late and going out without permission (3.79). However, the common disruptive behaviors of the students with the least mean scores which they seldom manifested were writing and reading love letters (2.28) and running along the corridor (2.20). the extreme disruptive behaviors on the other hand, that were always manifested by the high school students gambling of all sorts with a total mean score of 4.52 and often times manifested by smoking inside the school premises (4.10) on the other hand the extreme disruptive behavior that were never manifested by the students were: sexual harassment, unwelcomely with advances, requests for sexual favors, and other verbal and non-verbal sexual signs (1.71) and playing with firecracker (1.24); 4. A proposed intervention program is necessary to enhance the technique used for dealing and correcting disruptive behavior of students.

Contextualizing Socio-Cultural Theory on Language Teaching and Learning in Nepal

Grounded in the socio-cultural theory (SCT) of learning, this study postulates that cognitive development is intricately tied to social interactions, highlighting the significance of cultural and social contexts in shaping an individual’s learning experiences and intellectual growth. Utilizing the content analysis methodology, the study systematically analyzes three key constructs—social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD)—drawing from Vygotsky’s seminal works to contextualize these constructs to enhance the language teaching and learning process within the specific cultural framework of Nepal. The findings reveal insights into the application of SCT in Nepalese language education. Social interactions, crucial in Vygotsky’s theory, find significance in Nepal’s communal spirit, influencing language learning positively. MKOs, both human and symbolic, play an essential role in shaping language learning, aligning with Nepalese values and linguistic diversity. The ZPD framework is applicable in Nepal’s diverse educational landscape, addressing individual differences and accommodating cultural nuances in which the scaffolding technique has a fundamental role in bridging linguistic gaps and fostering a collective journey toward linguistic proficiency. Overall, Vygotsky’s SCT demonstrates relevance and adaptability in the unique cultural and linguistic context of Nepal, offering insights into educational policies and practices.

WID approach in teaching research writing to engineering postgraduate students

Academic (research) writing in the English language is a key professional skill, in particular, in engineering sciences. However, most Russian-speaking researchers have challenges in choosing rhetoric that would comply with the norms and traditions of a disciplinary discourse community. Therefore, the most relevant approach in teaching research writing to postgraduate students is «writing in the discipline» (WID) that focuses on the rhetoric conventions of a discipline. In this paper, we present the experience of using the results and implications of the analyses of scientific-engineering discourse in teaching research writing to postgraduate engineering students and the verification of the efficiency of such teaching experience. To verify the efficiency, we employed the comparative analysis of two types of writing: of international researchers and of postgraduates who completed the course. The results show that, postgraduate writing does not differ from the writing of international researchers in 20 out of 41 text features and demonstrate a successful acquisition of the new knowledge and skills, especially from the zone of proximal development. However, the remaining features illustrate considerable difference between the two types of writing. The totality of possible reasons proves the complexity of the research writing phenomenon and implies that the improvement of disciplinary skills in academic writing require continuous and systematic practice not only in the postgraduate program but throughout the university studies as well.

Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students

Recent research on feedback processes posits that furthering students’ feedback literacy leads to scaffolded learning by effectively engaging them in seeking, understanding, and using feedback information. This study examined effects of a social-constructionist approach to feedback literacy on students’ development of feedback literacy, scaffolded learning, and resilience. Accordingly, we raised students’ awareness of feedback dynamics within the Zone of Proximal Development (ZPD), while engaged in collaborative writing with co-writers. A mixed-methods design was adopted comprising measures of feedback literacy, writing, and resilience before and after the intervention. Semi-structured interviews were also held to probe students’ post-intervention attitudes. Posttest scores and ratings showed significant improvement in the experimental group’s feedback literacy, writing proficiency, and resilience. Further, interviews revealed that feedback literate students developed positive perceptions of feedback processes arising from scaffolded writing and that their enhanced awareness brought them opportunities for engagement, collaboration, graduated scaffolding in the ZPD, and sustained motivation for writing.

Through the Looking Glass: Comparing Resident and Attending Views on Competency and Autonomy

ObjectivesSurgical residencies act as an apprenticeship to train new surgeons, ideally with increasing trainee autonomy and competency. Objective methods of measuring these two qualities are needed. MethodsThe objective of this pilot study is to use the Surgical Autonomy Program (SAP) to compare resident and attending perception of competency, via Zones of Proximal Development (ZPDs), and autonomy, via TAGS (Teach, Advise, Guide, Solo) scale for a common pediatric neurosurgical procedure. The most common pediatric neurosurgical procedure, a ventriculoperitoneal shunt, was broken down into four ZPDs. After each procedure, the resident and the attending rated the competency of the resident by ZPD, and their autonomy using TAGS. These ratings were then compared to see if the attending and the resident agreed on their levels of competency and autonomy. ResultsThere were no significant difference in the rating of competency or autonomy between the residents and the attendings. Post graduate year (PGY) was significantly associated with differences in TAGS ratings with those having less experience showing a positive perception gap. Other covariates (age, gender) were not associated with differences in rating. The residents found that the ZPDs checklist was a useful tool for communicating with the attending and for getting appropriate autonomy in the OR. ConclusionsPediatric neurosurgical trainees and attendings had concordance on their perceptions of resident autonomy and competency, suggesting that this tool could be a useful way of objectively grading the progress of neurosurgical residents in surgery.

Making AI Policies Transparent to Humans through Demonstrations

Demonstrations are a powerful way of increasing the transparency of AI policies to humans. Though we can approximately model human learning from demonstrations as inverse reinforcement learning, we note that human learning can differ from algorithmic learning in key ways, e.g. humans are computationally limited and may sometimes struggle to understand all of the nuances of a demonstration. Unlike related work that provide demonstrations to humans that simply maximize information gain, I leverage concepts from the human education literature, such as the zone of proximal development and scaffolding, to show demonstrations that balance informativeness and difficulty of understanding to maximize human learning.

Panel Discussion as a Teaching Tool in the EFL Classroom

This article seeks to provide a comprehensive review of panel discussions, focusing on the procedures for conducting them and the advantages of incorporating them as a teaching tool in the ESL classroom. Despite the limited existing literature on the use of panel discussions in educational settings, this review aims to shed light on the potential benefits of this approach. Panel discussions offer numerous advantages when employed as a teaching strategy in ESL classrooms, particularly in enhancing students' speaking skills and promoting active engagement. The benefits of utilizing panel discussions in ESL instruction are manifold and warrant further exploration. This teaching method can be particularly beneficial for ESL students as it encourages collaborative learning, fosters critical thinking, and improves communication skills. By engaging in panel discussions, students have the opportunity to express their thoughts, listen to diverse perspectives, and develop their speaking abilities in a supportive environment. Moreover, the Zone of Proximal Development theory proposed by Lev Vygotsky provides a theoretical framework for understanding the effectiveness of panel discussions in the ESL classroom. This theory emphasizes the importance of scaffolding and peer interaction in facilitating learning and cognitive development. By leveraging the Zone of Proximal Development, educators can optimize the use of panel discussions to create a dynamic and interactive learning environment that enhances students' language proficiency and overall academic growth.

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.

학습공동체에서 대학원생의 사회적 지식구성에 관한 경험 이해: BK21사업 참여자를 중심으로

The purpose of the study is to understand the social knowledge construction process from the learning communities experience of postgraduate students participating in the BK21 project. There are two research problems: one is to explore how postgraduate students' learning communities experience contributes to the construction of knowledge from the perspective of Social Constructivist Learning Theory, and the other is to understand the changed perceptions after postgraduate students’ learning communities experience. The research method used was interviews, among qualitative research methods. The study results derived four themes: postgraduate students' motivation and process for participating in the learning communities, passive social knowledge experience, active social knowledge experience, and transition from peripheral to owner. First, the social knowledge construction process is appeared through interaction (communication) and cooperative learning (joint research, seminars) as help (feedback, social relationship) of professors/seniors/colleagues in the zone of proximal development (learning community). Second, postgraduate students showed a change in confidence in social support and a positive attitude toward graduate life after participating in the learning communities. In addition, postgraduate students recognize their tendency to learn about their major and research methods from various majors and perspectives through a learning communities. This study will enable to comprehensive understanding of postgraduate students' learning communities. It will provide basic data to improve the operation of learning communities and create an educational environment based on the social knowledge construction process in graduate schools.

TRANSFORMING CLASSROOM DISCOURSE THROUGH DYNAMIC ASSESSMENT IN COLOMBIA

Purpose: The study examines the impact of Dynamic Assessment (DA) on teachers' practices in a sixth-grade classroom at Institución Educativa la Normal Superior in Montería, Colombia, focusing on language use, duration, and challenges in group contexts. Theoretical Framework: The study uses educational psychology principles to analyze Dynamic Assessment, focusing on sociocultural theory, Zone of Proximal Development (ZPD), constructivism, and dialogical assessment. It emphasizes collaborative interactions, active engagement, and feedback for student learning. The study aims to examine Dynamic Assessment's effectiveness in promoting student development and learning, based on these theoretical perspectives. Design Methodology Approach: The study uses a mixed-methods approach to investigate the impact of Dynamic Assessment (DA) on teachers' practices. It uses a longitudinal design, spanning three stages before, during, and after DA implementation. Data is collected through observations, video recordings, and interviews. The study adheres to ethical guidelines and uses triangulation to enhance validity. While limitations exist, the study aims to contribute to existing literature on assessment and instructional methodologies. Findings: The study found significant changes in teachers' practices following the implementation of Dynamic Assessment (DA). Teachers used more scaffolding and prompting strategies, adapted their language to students' needs, and fostered a more interactive learning environment. Interaction duration increased significantly, allowing for more in-depth discussions. Teachers reported increased confidence in using DA strategies and emphasized the importance of professional development. However, challenges like managing time constraints and balancing assessment with instructional goals remained. Research, Practical and Social Implications: The study on Dynamic Assessment (DA) in education has significant practical and social implications. It suggests that DA can enhance teaching practices, improve student learning outcomes, promote equity and inclusion, and provide professional development opportunities. Policymakers should consider integrating DA principles into curriculum development and teacher training programs. Further research is needed to explore DA's long-term effects and its potential synergies with other pedagogical approaches. Collaboration between educators, researchers, and community stakeholders can foster more effective learning environments. Originality/Value: The study explores the impact of Dynamic Assessment (DA) on teachers' practices in a Colombian sixth-grade classroom. It uses a mixed-methods approach, examining changes in discourse, interaction patterns, and instructional strategies before and after DA implementation. The research identifies challenges and offers practical implications for educators, emphasizing scaffolding techniques and personalized feedback. It contributes to educational theory and practice by expanding understanding of DA's influence on teaching practices.

CSE3 Informed Dynamic Assessment of Northwest Rural Secondary School EFL Learners’ Reading Development

Abstract The gaps both in east-west China and urban-rural development affect English education in northwest rural areas. Reading comprehension, as the foundation for secondary school students’ English overall development, is in need of tailored mediation. Level 3 of China’s Standards of English (CSE3) can be used to inform the Dynamic Assessment (DA) test items and mediation model. With CSE3-based reading materials and the DA mediation model, the current study applied five sessions of one-on-one DA mediation to an experimental group. Results show that the experimental group outperformed the control group in both inferencing and main idea, though not at test level. Microgenetic analysis of their mediation and reciprocity types and frequencies reveal the expansion of their Zones of Proximal Development (ZPD) in reading. The study is among the first attempts to bring CSE3 into the mediation model for rural EFL learners to solve their reading difficulties. It also offers a plausible way to develop tailored mediation.

A tale of reluctance, ambivalence, reassurance and restoration on the journey towards creating a Systemic Interventions Service for Older people

PHOTO CREDIT: vlada KarpovichThis is a brief tale of two systemic practitioners describing their journey from Foundation-Level systemic training, initially using it to help older clients clinically, followed by journeying towards Systemic Practitioner status and creation of an Older People’s Systemic Service. Whilst the authors were initially pushed outside their own professional zone of proximal development, sourcing of adequate professional parenting facilitated emergence of a ‘good enough’ systemic service for clients.