Academic literature on the topic 'Zone of proximal development ZPD'
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Journal articles on the topic "Zone of proximal development ZPD"
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Hon, Katrina, Pranav Warman, Vishal Venkatraman, et al. "1012 Autonomy Development in Functional Neurosurgery: Implications for Resident Training." Neurosurgery 71, Supplement_1 (2025): 132. https://doi.org/10.1227/neu.0000000000003360_1012.
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INTRODUCTION: Determining and measuring neurosurgical resident operative competency is challenging due to non-standardized methods for teaching and evaluation. METHODS: We analyzed 2,260 functional neurosurgery cases performed by 146 residents across 14 institutions between the years of 2017 to 2024. TAGS scores, which measure surgical autonomy from 1 (lowest) to 4 (highest), along with zones of proximal development (ZPD) stages—ZPD1 (positioning and opening), ZPD2 (second most complex portion), ZPD3 (most critical/complex portion), ZPD4 (closing)—were used to track autonomy progression. Results were analyzed with descriptive statistics. RESULTS: Our analysis revealed a trend towards autonomy with a steady increase in TAGS scores from PGY-1 to PGY-5 and a subsequent plateau in PGY-5 that remained stable through PGY-7. Notably, beginning in PGY-5 we also saw the largest shift in ZPD focus to ZPD3, identifying PGY-5 as a potential pivotal transition zone that may play a role in increased resident autonomy. CONCLUSIONS: The findings illustrate the nuanced trajectory of autonomy progression in functional neurosurgery training. We identified peaks and plateaus of resident autonomy in addition to transitions in ZPD focus that can be used to inform individualized educational interventions and enhance resident learning and readiness for independent practice.
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Zaretsky, V. K. "One More Time on the Zone of Proximal Development." Cultural-Historical Psychology 17, no. 2 (2021): 37–49. http://dx.doi.org/10.17759/chp.2021170204.
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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.
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Baucal, Aleksandar. "Construction and co-construction in the zone of proximal development: Could both Piaget and Vygotsky be right?" Psihologija 36, no. 4 (2003): 517–42. http://dx.doi.org/10.2298/psi0304517b.
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The main goal of the research is to get evidence to address the following issues: (1) What is the relationship between the Zone of Actual Development (ZAD) and the Zone of Proximal Development (ZPD)?, (2) Is the effect of the tasks joint solving relatively durable?, (3) Does the ZPD have predictive values for the future achievement over and above of ZAD?, and (4) What is more important for the prediction of future achievements - affective-motivational or cognitive help in joint solving? The experiment with parallel groups with 126 subjects is realised. Experimental treatment is consisted of solving of Raven matrices items with a gradual help given by experimenter according to previously defined plan. The results suggest: (1) there is positive and low correlation between ZAD and ZPD, (2) the effect of joint solving is relatively durable, (3) ZPD is significant predictor of future achievements over and above of ZAD, and (4) affective-motivational aspect of joint activity has stronger influence on future achievements than cognitive one.
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Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)." Journal of Education Culture and Society 12, no. 2 (2021): 432–44. http://dx.doi.org/10.15503/jecs2021.2.432.444.
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Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students.
 Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections: 15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test. 
 Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was almost the same, indicated by a very similar mean results. However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning - identified after their first IQ test where the students needed scaffolding, the performance of this group improved more in comparison to G(b), as indicated by the results of the second online Simon-Binet Test. 
 Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible. 
 Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning.
 Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.
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Zaretsky, V. K. "Zone of Proximal Development: Evolution of the Concept." Cultural-Historical Psychology 20, no. 3 (2024): 45–57. http://dx.doi.org/10.17759/chp.2024200305.
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<p>The main idea of the article is to trace the development and use of the concept of zone of proximal development (ZPD) in the works of Russian psychologists since its introduction into the conceptual apparatus of cultural-historical psychology by L.S. Vygotsky. The article consists of three parts. The first is devoted to the definition of the concept of ZPD, in which the contradictions between the ideas of the author of the concept and the interpretations of it by other authors are analyzed. The &ldquo;classical definition&rdquo; of ZPD is supplemented by the ideas of L.S. Vygotsky, expressed by him in other works. The other two parts of the article are devoted to changes in the methodological functions of the concept at different stages of its development: from an explanatory principle to the subject of research, and from the subject of research to a methodological means for the construction of new subjects of practice-oriented technologies. The general trend is to expand the areas of application of the ZPD concept, to go beyond the initial tasks of explaining and theoretically justifying the special connection between learning and development, and beyond the problems of interaction between a child and an adult. Particular attention is paid to the helping activity of an adult (teacher, psychologist, parent, etc.): the main question is how to help in order to contribute to the development. It is shown that the concept of ZPD is now used in psychotherapy and practice of working with adults with developmental disorders, i.e. it becomes the link between education (learning), development and mental health.</p>
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Risaaldi, Hafidh Muhammad, and Ika Wahyu Widyawati. "Strategi Scaffholding pada Prinsip Zone of Proximal Development dalam Materi Seni Patung pada Kelas IX." Journal of Innovation and Teacher Professionalism 2, no. 1 (2024): 110–16. http://dx.doi.org/10.17977/um084v2i12024p110-116.
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Penelitian ini bertujuan untuk menerapkan strategi scaffolding pada prinsip Zone of Proximal Development (ZPD) dalam materi seni patung pada kelas IX-A di SMPN 12 Kota Malang, dengan menggunakan metode penelitian kualitatif dengan desain penelitian studi kasus. Teknik pengumpulan data dilakukan melalui observasi, dan dokumentasi. Data dianalisis dengan menggunakan teknik analisis data kualitatif. Dengan hasil penelitian menunjukkan bahwa penerapan strategi Scaffolding pada prinsip ZPD dalam materi seni patung pada kelas IX-A di SMPN 12 Malang dapat meningkatkan hasil belajar siswa. Hal ini dibuktikan dengan peningkatan nilai pretest dan posttest siswa, serta peningkatan partisipasi dan antusiasme siswa dalam pembelajaran. Penelitian ini memberikan implikasi bagi pembelajaran seni patung di sekolah menengah pertama. Penerapan strategi Scaffolding pada prinsip ZPD dapat membantu guru dalam meningkatkan hasil belajar siswa. Kata kunci: Scaffolding; Zone of Proximal Development (ZPD); Seni patung; SMPN 12 Malang Scaffholding Strategies to Zone of Proximal Development Principles in Sculptural Arts Material in Class IX This research aims to apply a scaffolding strategy based on the Zone of Proximal Development (ZPD) principle in sculpture material in class IX-A at SMPN 12 Malang City, using qualitative research methods with a case study research design. Data collection techniques are carried out through observation and documentation. Data were analyzed using qualitative data analysis techniques. The research results show that the application of scaffolding strategies based on the ZPD principle in sculpture material in class IX-A at SMPN 12 Malang can improve student learning outcomes. This is evidenced by an increase in student pretest and posttest scores, as well as increased student participation and enthusiasm in learning. This research provides implications for teaching sculpture in junior high schools. Applying scaffolding strategies based on the ZPD principle can help teachers improve student learning outcomes. Keywords: Scaffolding, Zone of Proximal Development (ZPD), Sculpture, SMPN 12 Malang
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Lukovic, Sladjana, Bojana Marinkovic, and Marija Zotovic-Kostic. "The zone of actual and the zone of proximal development measured through preschool dynamic assessment as predictors of later school performance - a longitudinal study." Psihologija, no. 00 (2021): 4. http://dx.doi.org/10.2298/psi200914004l.
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The goal of the study was to examine whether the zone of actual (ZAD) and the zone of proximal development (ZPD) in children, measured through preschool dynamic assessment, could be used as predictors of later school performance. A longitudinal study was conducted. The participants were 114 students from the ?Stevan Colovic? primary school in Arilje (54 boys, and 60 girls), Serbia. The findings generally confirm that measures from preschool dynamic assessment can be used as predictors of later school performance. ZAD was shown to be a better predictor than ZPD. ZPD is an independent predictor only for performance in language and mathematics tests in a final trial test. Affective-motivational scaffolding is a better predictor than cognitive scaffolding. These results are considered in the context of Vygotsky?s theory and also in that of dynamic assessment procedures. Theoretical and practical implications for future studies of affective-motivational and cognitive factors as predictors of school performance are being considered.
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Wang, Zeying, and Jun Feng. "Teaching Quality Evaluation based on Student’s Zone of Proximal Development (ZPD) Prediction." Journal of Education and Educational Research 6, no. 1 (2023): 44–48. http://dx.doi.org/10.54097/jeer.v6i1.14157.
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The evaluation of teaching quality for university professors is a topic of common concern in the current reform of higher education evaluation. In light of the issues such as the lack of objective and scientific quantification in the majority of current university evaluations, as well as the significant manpower and time costs involved, a new approach for evaluating the teaching quality of university professors based on the students' Zone of Proximal Development (ZPD) is proposed. Firstly, the multidimensional data of university students are analyzed to identify the key factors related to the performance of a specific course. Machine learning algorithms are then used to predict the students' ZPD for that course. Secondly, by considering the difference between the predicted ZPD and the actual ZPD, taking into account the students' initial potential and their educational achievements, a more scientific evaluation of the professors' impact is conducted. The extent to which professors help students reach and surpass their ZPD, as well as expand their own potential, is measured to assess the teaching quality. By establishing an evaluation mechanism centered on the Contribution Index based on ZPD improvement, the predicted growth of students' ZPD is combined with their actual growth, quantifying the impact of professors' teaching quality in a meaningful way. This provides a more reliable and valid method for evaluating the teaching quality of university professors.
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Margolis, A. A. "Zone of Proximal Development, Scaffolding and Teaching Practice." Cultural-Historical Psychology 16, no. 3 (2020): 15–26. http://dx.doi.org/10.17759/chp.2020160303.
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The construction of the zone of proximal development (ZPD) in the context of teaching activity is discussed in the paper.ZPD is compared and contrasted with the concept of scaffolding as introduced by Jerome Bruner. In the context of its potential for operationalisation in the form of teacher activities, the author examines key ZPD content given by Lev Vygotsky in terms of the complex interaction of spontaneous (everyday) concepts formed prior to the beginning of school education with scientific (theoretical) concepts formed during schooling. Vygotsky’s main idea about the leading role of scientific concepts in the restructuring of previously formed spontaneous concepts, as well as in the development of the child’s holistic thinking, leads to the conclusion that it is possible also to directly influence the spontaneous formation concepts change through the organisation of collectively distributed forms of educational activity and in a polylogue based the Socratic method. The leading psychological processes, which ensure the development of spontaneous concepts through their greater generalisation and awareness, comprise the processes of exteriorisation of spontaneous concepts, reflection and subsequent interiorisation of a collectively constructed concept. Therefore, the activities of teaching in constructing a ZPD include providing conditions for the distribution of individual operations in the course of a joint learning action and facilitating a polylogue to ensure the effective functioning of these psychological processes in the course of specifically organised learning activities.
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Abtahi, Yasmine. "A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics." Avances de Investigación en Educación Matemática, no. 20 (October 25, 2021): 7–21. http://dx.doi.org/10.35763/aiem20.4038.
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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.
Dissertations / Theses on the topic "Zone of proximal development ZPD"
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Bedell, Robert Irving. "Journey of Rediscovery: Less Control for More Learning." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27836.
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Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had been lost in my classes. In an effort to revitalize my teaching, to increase both student participation and instructor satisfaction, I undertook an experiment in which I taught two sections of the same literature survey differently. One class was taught as I had, of recent years, been teaching: primarily lecture. The second class was decentralized: circled seating arrangement, all participants (including me) seated, and a required student literary response journal.
Change is much easier decided upon than implemented. Instructor discomfort when climbing out of teaching ruts can be strong enough to impede progress (temporarily) but is a sure sign of growth Although the decentralized classroom increases a sense of vulnerability, it also increases camaraderie. Class discussion can and does veer in unexpected directions but also leads to unanticipated insights and increased student involvement with the material. The instructor's job becomes more complicated because although there must be latitude for a range of responses, the class discussion must not be allowed to drift totally off topic. Thus, the instructor must have the restraint to allow students to express and defend their ideas, and must not rein in apparent misdirections too quickly. To do so would risk stifling student involvement and precluding significant new insights. One casualty of increased student participation in discussion is the amount of material that can be covered. The physical arrangement of a class in a circle encourages student discussion, but that decentralization is really more a function of attitude than of physical space.
An essential component of the successful discussion class is the student literary response journal. The journal encourages students to focus on and wrestle with the reading assignment. In the process they can hone their analytic skills, preview and practice articulating their ideas, generate ideas for formal essays, and receive private, non-threatening encouragement from the instructor.<br>Ed. D.
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Wiles, Bradford Broyhill. "Toward a theory of how young children learn to read in the ZPD: Implications for research and practice." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32058.
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The purpose of this position paper is to propose a comprehensive theoretical model of
what can and does occur in the Zone of Proximal Development (ZPD) to extend thinking,
learning and construction of meaning within a shared reading activity setting, including
the development and emergence of language, literacy and social skills. By incorporating
Lev Vygotskyâ s sociocultural perspective, Jean Piagetâ s dialectical learning, and the
concepts of metacognition, mindfulness, and mind-mindedness, a model depicting the
dynamics of a shared reading activity is proposed. Implications for research and practice
are discussed, including suggestions for future research and ways to foster effective
teaching practices.<br>Master of Science
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Russel, Hartley Brenda. "Patterns of propleptic challenge in whole-class communication strategies : How language is used to optimise cognitive within the concept of Vygotsky's zone of proximal development (ZPD)." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531623.
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Swanepoel, Nadia. "Teaching English reading comprehension to Grade 2 First Additional Language learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60983.
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English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that they had taught for more than two years and were teaching English reading comprehension to Grade 2 FAL learners.
This study followed a qualitative approach, and was situated within the interpretivist paradigm. The research design accommodated a case study. The conceptual framework was based on the revised taxonomy by Krathwohl and Anderson for questioning which integrated the role of the teacher in a reading lesson. The three stages of reading, before reading, during reading and after reading were divided into the different levels of thinking and reasoning as suggested in Vygotsky's Zone of Proximal Development (ZPD) theory.
The data collection strategies were semi-structured interviews with Grade 2 teachers; observing reading lessons they gave; and keeping a journal in which personal reflections on the investigation into teaching and learning practices were documented. Once data was collected, the recordings of the semi-structured interviews were transcribed. The observation checklists and the reflection journal entries were analysed. Data was analysed using a coding process and five themes and twelve sub-themes emerged.
The findings show that the interactive approach was common in the teaching of English reading comprehension. However, parental involvement, the availability of the trained teachers and appropriate resources were necessary. A learner's individual reading needs and reasoning ability have to be considered through the use of differentiated teaching practices. Questioning throughout the reading process improves a learner's understanding of the text.<br>Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as Eerste Addisionele Taal gee by drie uitgesoekte onafhanklike skole in Gauteng waar die taal van leer en onderrig (TLO) Engels is. Drie onafhanklike Engelsmediumskole in Gauteng, Suid-Afrika het aan die studie deelgeneem. By elke skool was die deelnemers Graad 2-onderwysers (hoofdeelnemers) en Graad 2-leerders (sekondêre deelnemers). Graad 2-onderwysers is doelbewus gekies op grond van die kriterium dat hulle langer as twee jaar onderrig gegee het en ten tye van die studie Graad 2-EAT-leerders onderrig het.
Die studie volg 'n kwalitatiewe benadering binne die interpretivistiese paradigma. Die navorsingsontwerp behels 'n gevallestudie. Die konseptuele raamwerk is gebaseer op Krathwohl en Anderson se hersiene taksonomie van vraagstelling wat die onderwyser se rol in 'n leesles integreer. Die drie leesstadia voor, gedurende en na lees word in die verskillende vlakke van lees en redenering verdeel, soos wat in Vygotsky se teorie van die Sone van Naaste Ontwikkeling (ZPD) aan die hand gedoen word.
As dataversamelingstrategieë is semigestruktureerde onderhoude met Graad 2-onderwysers gevoer, lesse waargeneem en 'n joernaal gehou waarin persoonlike besinning oor die ondersoek van onderrig- en leerpraktyke gedokumenteer is. Na dataversameling is die opnames van die semigestruktureerde onderhoude getranskribeer. Die waarnemings-kontrolelyste en die inskrywings in die besinningsjoernaal is ontleed. Data is met behulp van 'n koderingsproses ontleed, wat vyf temas en twaalf subtemas na vore gebring het.
Daar is bevind dat die interaktiewe benadering algemeen in die onderrig van leesbegrip van Engels gebruik word. Die betrokkenheid van ouers, beskikbaarheid van opgeleide onderwysers en geskikte hulpbronne was egter noodsaaklik. Leerders se individuele leesbehoeftes en redeneringsvermoë moet by wyse van gedifferensieerde onderrigpraktyke in aanmerking geneem word. Leerders se begrip van die teks verbeter wanneer vrae in die loop van die leesproses gestel word.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Early Childhood Education<br>MEd<br>Unrestricted
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Hallberg, Österberg Anna-Carin. "Fonemisk medvetenhet i förskolan. : En studie om hur pedagoger i förskolan arbetar med fonemisk medvetenhet." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68256.
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Language development is a part of what pre-school teachers are supposed to teach children in pre-school and reading books, singing songs and rhyming is something that goes on although it isn’t always thought of how or why it is done. Phonological awareness, as just mentioned, is something that pre-school teachers work with on an everyday basis. The purpose of this study is to see how pre-school teachers work with the part of the phonological awareness that is called phonemic awareness. This study aims to see how pre-school teachers teach how the letters of the alphabet sounds and what words sounds like in the beginning, in the middle and at the end of words and how the children in pre-school get to learn how to use these sounds in their language development. The methodology used in this study is semistructured interviews with pre-school teachers. The results of the interviews conducted in this study show that pre-school teachers have several different ways to teach young children in the preschool about phonemic awareness.<br>Språkutveckling är en del av vad förskollärare ska undervisa barn i förskolan och att läsa böcker, sjunga sånger och rimma är något som hela tiden pågår, men det är inte alltid att det tänks till på hur eller varför det görs. Fonologisk medvetenhet, som just nämnts, är något som förskollärare arbetar med på vardaglig basis. Syftet med denna studie är att se hur förskollärare arbetar med den del av den fonologiska medvetenheten som kallas fonemisk medvetenhet. Denna studie syftar till att se hur förskollärare lär ut hur bokstäverna i alfabetet låter och hur ord låter i början, i mitten och i slutet av orden och hur barnen i förskolan lär sig att använda dessa ljud i sin språkutveckling. Den metod som använts i studien är semistrukturerade intervjuer med förskollärare. Resultaten av de intervjuer som genomfördes i denna studie visar att förskollärare har flera olika sätt att lära unga barn i förskolan om fonemisk medvetenhet.
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Smolinski, Conie Helena. "My penguin pal : o desenvolvimento da proficiência linguística através do jogo eletrônico : Club Penguin." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3496.
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Previous issue date: 2012-03-07<br>Nenhuma<br>O presente estudo investiga os efeitos da inserção do jogo eletrônico Club Penguin (disponível em videogame e em ambiente virtual - www.clubpenguin.com) nas aulas particulares de inglês como segunda língua (L2) a alunos gêmeos, de 7 anos, em processo de alfabetização. O advento da tecnologia trouxe consigo uma cultura própria - a cibercultura, que também envolve as crianças e que pode ser explorada para potencializar a aprendizagem. Utilizamos, nesta pesquisa, uma base teórica sociocultural, fundamentada no trabalho de Vygotsky, e fizemos uma releitura desta, considerando-a para o contexto de jogos eletrônicos. Os dados foram coletados utilizando-se gravações de áudio e vídeo, bem como diário de campo e documentos gerados nas aulas, durante o segundo semestre de 2010. Através de análise qualitativa, verificamos que as características do brincar e do aprender se ampliam no ambiente digital, bem como as possibilidades de interações entre os jogadores. Observamos que os participantes desta pesquisa tiveram avanços na Zona de Desenvolvimento Proximal, propiciados pela prática do andaimento entre pares ou com a professora. Eles também se apropriaram de vocabulário, de estruturas e da cultura da língua alvo, aumentaram o tempo dedicado ao jogo (e, consequentemente, ao estudo da L2) e ampliaram o uso da L2 em aula.<br>The present study examines the effects of the introduction of the electronic game Club
Penguin (available in videogame and in virtual environment - www.clubpenguin.com) into the private English classes as a second language (L2) to seven-year-old twin students. The advance in technology has brought up its own culture – the cyberculture, which also fascinates kids and may be explored to enhance learning. We have used,
for this research, a sociocultural theoretical base, grounded on the work of Vygotsky, and we have looked at a new approach of that, considering it to the context of electronic games. The data has been collected through audio and video recordings, and through the diary and documents produced in class, during the second semester of 2010. By means of qualitative analysis, we have noticed that the characteristics of playing and learning are amplified in the digital environment, as well as the possibilities of interactions among players. We have assessed that the participants of this research have had progress at the Zone of Proximal Development, stimulated by the practice of scaffolding among pairs or with the teacher. They have also acquired the L2 vocabulary, structures and culture; increased the time dedicated to the game (and, consequently, to L2 study); and expanded the use of L2 in class.
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Maia, Vanessa Alexandra Fernandes. "Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/13611.
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O presente relatório corresponde a uma descrição refletida do trabalho desenvolvido na Prática de Ensino Supervisionada em Educação Pré-Escolar, na instituição Centro Infantil Irene Lisboa (CIIL), em contexto de Creche e Jardim de Infância. Este apresenta, inicialmente, uma reflexão fundamentada cujo enfoque é o tema do relatório: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem, sustentada na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo (ZDP ) e na abordagem de Lilian G. Katz acerca da contribuição da interação entre crianças de diferentes idades na educação. A sua abordagem metodológica foi desenvolvida ao nível da aplicação de questionários à equipa educativa e pais com quem desenvolvi a PES e da recolha e análise de situações de interação entre crianças em ambos os contextos; Abstract: Supervised Teaching Practice in Preschool Education - The importance of child-child interaction in heterogeneous groups in the learning process.
This report corresponds to a description of the work reflected in the practice of supervised teaching in preschool education, in the institution “Centro Infantil Irene Lisboa” (CIIL), in the context of nursery and kindergarten. This presents initially a reasoned reflection whose focus is the subject of the report, the importance of child-child interaction in heterogeneous groups in the learning process in sustained socio historical perspective of Vygotsky, in particular the concept of zone of proximal development (ZDP) and Lilian G. Katz approach about the contribution of the interaction between children of different ages in education. Their methodological approach was developed to the level of application of questionnaires to parents and educational team who developed the PES and the collection and analysis of the interactions among children in both contexts.
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Arruda, Juliana Silva. "Tecnologias digitais e emergÃncia de zonas de desenvolvimento proximal na sala de aula." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17730.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>O Brasil vivencia um perÃodo de imersÃo tecnolÃgica em todas as Ãreas da sociedade, e a cada dia sÃo criadas tecnologias que potencializam as diversas atividades humanas. A escola deve acompanhar as mudanÃas advindas dos avanÃos tecnolÃgicos e ficar atenta Ãs novas possibilidades educacionais para desenvolver prÃticas contemporÃneas, a partir da inserÃÃo de computadores em atividades curriculares. Estes recursos possibilitam a interaÃÃo nas atividades em grupo, na troca de ideias e opiniÃes; ou para a pesquisa de outras realidades. Dessa forma, este estudo tem por objetivo analisar como o computador, por meio de recursos digitais, utilizados em atividades realizadas colaborativamente, pode fazer emergir Zonas de Desenvolvimento Proximal (ZDP). Esta pesquisa foi desenvolvida em uma escola pÃblica municipal de Aquiraz/CE, em grupos de dois ou mais aprendentes. Foi utilizada a metodologia qualitativa, com carÃter interpretativo. A tÃcnica de pesquisa envolveu a observaÃÃo participante, com anÃlise microgenÃtica, e, como instrumentos de coleta de dados, vÃdeos e diÃrios de campo. As atividades planejadas envolveram as disciplinas curriculares, o uso do computador e alguns recursos da Internet. Os procedimentos metodolÃgicos foram considerados a partir de uma abordagem microgenÃtica, e definidos com a fundamentaÃÃo de pesquisadores contemporÃneos, como ColaÃo et al. (2007) e Meira e Lerman (2009), que ampliaram e interpretaram novos conceitos da ZDP de Vygotsky (1994). Os resultados foram analisados de acordo com categorias, no momento da anÃlise dos dados. A primeira categoria â InteraÃÃo entre pares â foi detalhada como as atividades em grupo, e a participaÃÃo dos pares contribuiu no desenvolvimento de ZDP. A segunda categoria â InteraÃÃo com alguÃm mais experiente â envolveu contribuiÃÃes e assistÃncia de alguÃm mais experiente, contribuindo para facilitaÃÃo da aprendizagem. Na categoria seguinte â Suporte da tecnologia â foram detalhados o uso da tecnologia pelos alunos e as contribuiÃÃes desse recurso para os processos de ensino e aprendizagem. Na Ãltima categoria â Protagonismo estudantil â foi discutida a maneira como os alunos conseguiram ultrapassar seu nÃvel de desenvolvimento, podendo atuar como autores do prÃprio conhecimento, sendo observadas duas caracterÃsticas: Ativismo e Autonomia. Os resultados destacaram momentos em que os recursos, aliados à interaÃÃo entre pares, promovem e facilitam a emergÃncia de ZDP, acarretando aprendizagem e promovendo atuaÃÃes e posturas de autoria desses aprendentes em seu processo.<br>Brazil is experiencing a period of technological immersion in all areas of society and every day, technologies are created that power the various human activities. The school should monitor the resulting changes of technological resources and be open to new educational possibilities to develop contemporary practices, from the inclusion of computers in school activities. Computers are features that enable interaction in group activities, the exchange of ideas and opinions; or the research of other realities. Thus, this study aims to analyze how the computer through digital resources used in activities collaboratively, can emerge Proximal Development Zone (ZDP). This research was developed in a municipal school in Aquiraz / CE, in groups of two or more learners. Qualitative methodology with interpretative character was used. The research technique involved participant observation, with micro genetic analysis and as tools for collecting videos and daily data field. Planned activities included the curriculum subjects, the use of computer and some Internet resources. The methodological procedures were considered from a micro genetic approach, and defined with the statement of contemporary researchers, as Meira and Lerman (2009) and Colaco et al. (2007) which expanded and interpreted new concepts of the ZDP Vygotsky (1994). The results were analyzed according to categories at the time of data analysis. In the first category, interaction among peers, was detailed as group activities, and peer contribution contributed to the development of the zone. In the second category, interaction with someone more experienced, involved contributions and assistance from someone more experienced, contributing to facilitating learning. The next third, technology support, has detailed the use of technology by students and contributions of this resource for teaching and learning processes. In the last category, student Protagonism discussed how students managed to overcome their level of development and can act as author of knowledge itself, and observed two characteristics: Activism and autonomy. The results highlighted times when resources combined with peer interaction promote and facilitate the emergence of ZPD, resulting in learning, promoting performances and authoring postures of these learners in the process.
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Silva, Ana Mendonça Ferreira da. "Prática de ensino supervisionada em educação pré-escolar: o processo de aprendizagem em grupos heterogéneos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/11322.
Full textAbstract:
Este trabalho resulta da pesquisa bibliográfica e da prática de ensino supervisionada (PES) em contexto de creche e jardim-de-infância. Tem como objetivo compreender o processo de aprendizagem em grupos heterogéneos e contribuir para uma reflexão pedagógica sobre a importância que deve ser dada nas constituições dos grupos no ensino pré-escolar.
Os pressupostos teóricos que orientam este trabalho sustentam-se na perspetiva sócio histórica de Vygotsky, nomeadamente no conceito de zona de desenvolvimento próximo – ZDP, que destaca a importância das interações da criança com os outros seres mais competentes, adultos ou crianças.
Como abordagem metodológica, optamos por uma recolha e análise de situações observadas na PES com aplicação de questionários à comunidade educativa. Obtivemos resultados com uma grande predisposição ao trabalho com grupos heterogéneos, por nós e por parte da comunidade educativa que considera esta forma de organização como um benefício para o desenvolvimento e aprendizagem das crianças; Abstract - Supervised Teaching Practice in Preschool Education - The learning process in heterogeneous groups
This work is the result of bibliographic research and supervised teaching practice (PES) in context of crèche and pre-school. It has as objective to understand the process of learning in heterogeneous age groups and to contribute for a pedagogical reflection on the importance that must be given in the constitutions of the groups in early childhood education.
The estimated theoreticians who guide this work support themselves in the perspective historical partner of Vygotsky, nominated in the concept of zone of proximal development - ZDP that detaches the importance of the interactions of the child with the other more competent beings, adult or children.
As methodological boarding, we opt to a retraction and analysis of situations observed in the PES with application of questionnaires to the educative community. We got resulted with a great predisposition to the work with heterogeneous age groups, for us and on the part of the educative community that considers this form of organization as one I benefit for the development and learning of the children.
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Margalef, i. Marrugat Jordi. "La docència d'enginyeria electrònica: directrius per al disseny de la instrucció presencial i a distància." Doctoral thesis, Universitat Ramon Llull, 2007. http://hdl.handle.net/10803/9148.
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La idea principal d'aquesta tesis és la discussió sobre si les pràctiques presencials poden ser substituïdes per les no presencials utilitzant sistemes de teleformació.<br/><br/>Partint d'aquest concepte, les dues idees principals que s'aporten en aquesta tesi són<br/>com un simulador pot cobrir l'ensenyament de la pràctica i quines directrius podem extraure per a l'ensenyament no presencial i la instrucció dins un laboratori virtual.<br/><br/>Conjuntament amb això, per donar solidesa a les conclusions que les dades ofereixen es fa una revisió de les teories de l'aprenentatge escollint les que més s'adiuen amb l'ensenyament de continguts procedimentals. Aquest marc teòric serà el que el permetrà donar directrius per a la creació de laboratoris virtuals en els estudis d'Enginyeria.<br/><br/>És finalitat d'aquest estudi mostrar que les actuacions docents i processos d'aprenentatge efectius, ho són perquè se sustenten en explicacions coherents que tenen a veure amb com el subjecte aprèn (i per tant com, a partir d'aquí, el docent ensenya).<br/><br/>S'ha de tenir present que aquesta tesi, a part del camí de recerca que obre i de les<br/>aportacions que poden servir per treballs futurs, fa una revisió a fons de l'assignatura<br/>d'Electrònica, seguint l'esquema de treball que hem exposat fins ara:<br/><br/>a) Revisió de la teoria precedent (aprenentatge, coneixement de conceptesabstractes)<br/><br/>b) Aplicació a la matèria i al centre en concret (apropament de la teoria a lapràctica docent quotidiana)<br/><br/>c) Validació experimental (disseny quasiexperimental i anàlisi de resultats)<br/><br/>d) Obtenció de directrius per al disseny instruccional<br>La idea principal de esta tesis es la discusión sobre si las prácticas presenciales pueden<br/>ser sustituidas por las no presenciales utilizando sistemas de teleformación.<br/><br/>Partiendo de este concepto, las dos ideas principales que introducimos en esta tesis son<br/>como un simulador puede cubrir la enseñanza de la práctica y que directrices podemos extraer para la enseñanza a distancia no presencial y la instrucción dentro de un<br/>laboratorio virtual.<br/><br/>De igual forma, para dar solidez a las conclusiones que los datos ofrecen se hace una<br/>revisión de las teorías del aprendizaje escogiendo las que más congenian con la<br/>enseñanza de contenidos procedimentales. Este marco teórico será el que el permitirá<br/>dar directrices para la creación de laboratorios virtuales en los estudios de Ingeniería.<br/>Es finalidad de este estudio, mostrar que las actuaciones docentes y procesos de aprendizaje efectivos, lo son porque se sustentan en explicaciones coherentes que tienen a ver con la forma de cómo aprende el sujeto (y por tanto como, a partir de aquí, el docente enseña).<br/><br/>Hay que tener presente que esta tesis, además del camino de investigación que abre y de<br/>las aportaciones que pueden servir para trabajos futuros, hace una revisión a fondo de la<br/>asignatura de Electrónica, siguiendo el esquema de trabajo que hemos expuesto hasta<br/>ahora:<br/><br/>a) Revisión de la teoría precedente (aprendizaje, conocimiento de conceptos abstractos)<br/><br/>b) Aplicación a la materia y al centro en concreto (acercamiento de la teoría a la<br/>práctica docente cotidiana)<br/><br/>c) Validación experimental (diseño casi-experimental y análisis de resultados)<br/><br/>d) Obtención de directrices para al diseño instruccional<br>The main goal of this thesis is to discuss whether it is possible to substitute learning in a classroom setting for learning out of the classroom setting via online training systems.<br/><br/>Parting from this concept, the two main ideas this thesis deals with are how a simulator<br/>can cover the teaching of practical aspects and the rules we can apply to non attended<br/>learning and instruction within a virtual laboratory.<br/><br/>In order to provide solidity to the conclusions offered we have revised the theories on<br/>learning, choosing those which are easier to apply to the teaching of practical contents.<br/><br/>This theoretical setting will allow us to provide instructions for the creation of virtual<br/>laboratories within the Engineering studies.<br/><br/>Our aim is to show that effective teaching and learning processes are so because they are based on coherent explanations related to how the person learns (and how, parting from this, the teacher teaches).<br/><br/>Besides the doors it opens for research and the contributions it makes to future work,<br/>this thesis does an in depth revision of the Electronics subject, following the work<br/>process presented up to now:<br/><br/>a) Revision of previous theory (learning and knowledge of abstract concepts)<br/><br/>b) Application to the specific matter and centre (bringing theory closer to the daily teaching practice).<br/><br/>c) Experimental validation (nearly experimental design and results analysis)<br/><br/>d) Achievement of rules for instructional design
Books on the topic "Zone of proximal development ZPD"
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Steward, Elizabeth Petrick. Beginning writers in the zone of proximal development. L. Erlbaum Associates, 1995.
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Guy, Williams. The zone of proximal development: The relationship between learning and development and its implications for assessment. Birmingham Polytechnic, 1992.
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Rowe, Ann E. How do settings foster and support the zone of proximal development in young children's learning?. Oxford Brookes University, 2003.
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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.
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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203052716.
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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Routledge, 2012. http://dx.doi.org/10.4324/9780203062937.
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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.
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Steward, Elizabeth Petri. Beginning Writers in the Zone of Proximal Development. Lawrence Erlbaum, 1994.
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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.
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Petrick-Steward, Elizabeth. Beginning Writers in the Zone of Proximal Development. Taylor & Francis Group, 2012.
Find full textBook chapters on the topic "Zone of proximal development ZPD"
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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1631-3.
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Rowberry, Justin, Michael D. Powers, Lawrence David Scahill, Fred R. Volkmar, and Thomas Fernandez. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1631.
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Volkmar, Fred R. "Zone of Proximal Development (ZPD)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1631.
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Raslan, Gilan. "The Impact of the Zone of Proximal Development Concept (Scaffolding) on the Students Problem Solving Skills and Learning Outcomes." In BUiD Doctoral Research Conference 2023. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56121-4_6.
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AbstractSchools regularly use the zone of proximal development (ZPD), also known as scaffolding, to help students learn new skills. Students who do not receive enough scaffolding may not be able to acquire the skills at all, while students who receive too much scaffolding may suffer when it is taken away. Additionally, this will have an impact on their capacity for problem-solving and learning outcomes. This systematic literature review's goal is to examine how ZPD and scaffolding effect students’ learning outcomes and the growth of their problem-solving abilities.Through a selection of pertinent publications that have undergone extensive analysis, the study addresses three main research topics.The study's findings revealed that in order to achieve a high level of learning independence for the students and the ability to adapt to new situations leading to more advanced skills, a re-definition of certain concepts along with modifications and amendments on how to apply these new redefined ones, using more advanced teaching methodologies with incorporating technology to help students in exploring new ideas using critical thinking techniques and providing constructive feedback, are needed.
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Ponmani, M., and R. Geetha. "Integration of Zone of Proximal Development (ZPD) and ICTs in Language Learning." In Contemporary ELT Strategies in Engineering Pedagogy. Routledge India, 2022. http://dx.doi.org/10.4324/9781003268529-20.
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Roth, Wolff-Michael. "Zone of Proximal Development." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_334.
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Podolskiy, Andrey I. "Zone of Proximal Development." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_316.
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Ness, Ingunn Johanne. "Zone of Proximal Development." In The Palgrave Encyclopedia of the Possible. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_60-1.
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Silverman, Sarah Kozel. "Zone of Proximal Development." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3131.
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Ness, Ingunn Johanne. "Zone of Proximal Development." In The Palgrave Encyclopedia of the Possible. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_60.
Full textConference papers on the topic "Zone of proximal development ZPD"
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Cui, Peng, and Mrinmaya Sachan. "Investigating the Zone of Proximal Development of Language Models for In-Context Learning." In Findings of the Association for Computational Linguistics: NAACL 2025. Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.findings-naacl.362.
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Campos, Pablo Andrés Torres, Irma Del Carmen Torres Mata, José Noé Miranda-Becerra, and Patricia Vázquez-Villegas. "Empathy for Engagement in The Zone of Proximal Development in Continuing Education Programs: An “Unsuccessful” Study, But Not So Much." In 2025 Institute for the Future of Education Conference (IFE). IEEE, 2025. https://doi.org/10.1109/ife63672.2025.11024861.
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Betts, Anastasia, Diana Hughes, Lacey Plache, and Kieran Smith. "Stretching the Zone of Proximal Development: Accelerating Learning Through ZPD Elasticity." In – The IAFOR International Conference on Education – Hawaii 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2189-1036.2024.56.
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Mustakimah, Mustakimah. "Application Of Theory Of Zone Of Proximal Development (ZPD) In Group Learning Context In Early Childhood." In Proceedings of the 1st International Conference on Early Childhood Education in Multiperspective, ICECEM 2022, 26th November 2022, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.26-11-2022.2336277.
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Reynoso, Luis, Sergio Romero, and Fernando Romero. "Towards a formal model of the pedagogic discourse and the Zone of Proximal Development (ZPD) of Vygotsky." In 2012 11th IEEE International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2012. http://dx.doi.org/10.1109/icci-cc.2012.6311201.
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Cowling, Michael, and Robert Vanderburg. "An Interactive Virtual Reality Physics Instructional Environment based on Vygotskian Educational Theory." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0116.
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Physics Education is a popular application for Virtual Reality (VR), with many simulations being available for students to manipulate objects in virtual space. However, most of these applications take a Piagetian approach to learning, instructing first in a traditional way and then exposing students to VR in a sandbox environment without the instructor present. This paper proposes a design for a VR physics simulation that takes a Vygotskian approach using Zone of Proximal Development (ZPD) and scaffolding to teaching physics, allowing the students and instructor to collaborate in virtual space. Using gravity and circular motion as a case study, this paper discusses a design to facilitate this learning comprising a virtual universe with control of planet placement and size, external satellite placement and size, as well as gravitational forces acting on these objects, along with a design-based research (DBR) research design to evaluate both usability and learning for the intervention.
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Drey, Rafaela Fetzner. "The Importance of Practice in Pre-service Teachers’ Development: An Analysis From Zone of Proximal Teacher Development (ZPTD) Perspective." In The Barcelona Conference on Education 2024. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2435-9467.2024.58.
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Oulahal, Rachid. "The Proximal Zone of Intercultural Development (PZID)." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2022. http://dx.doi.org/10.4087/gkff4826.
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This article presents results from a comparative analysis of intercultural experiences between French and Singaporean participants. A set of questions was proposed online in order to identify temporalities of an intercultural experience (early and late interculturation) as well as the level of this experience (intrapsychic, intersubjective and intergroup interculturation). Our sample consists of 246 participants (144 in France and 102 in Singapore). France and Singapore were chosen as research fields because of their difference in terms of cultural difference management: a universalist cultural model for France and a pluralist cultural model for Singapore.</p> <p>A quantitative analysis allows us to identify singular differences between the French and Singaporean participants. After 18 years old, our participants’ responses showed no difference between French and Singaporean participants with respect to intersubjective and intergroup interculturation. The quantitative analysis indicates that the only significant difference that remains between French and Singaporean samples after 18 years old is at the intrapsychic interculturation level.</p> <p>Our results lead us towards the period of life between 6 and 12 years old that would appear significant in the integration of plural cultural affiliations. Our analysis indicates that intergroup interculturation seems to allow a greater integration of the interculturation process at the intrapsychic level, and it is indeed as such that we think of a proximal zone of intercultural development (PZID)
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Gutmann, Brianne, Gary Gladding, Morten Lundsgaard, and Timothy Stelzer. "Mastery learning in the zone of proximal development." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.034.
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Gailis, Janis, and Stig Nordheim. "INFORMATION SYSTEMS DEVELOPMENT: A HERMENEUTIC PERSPECTIVE ON STUDENTS’ ZONE OF PROXIMAL DEVELOPMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0833.
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