To see the other types of publications on this topic, follow the link: Zone of proximal development ZPD.
Journal articles on the topic 'Zone of proximal development ZPD'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Zone of proximal development ZPD.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
<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>
6
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.
Full textAbstract:
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
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Anwar, Muhammad Nadeem, Naila Mushtaq, Abdul Mubeen, and Mazhar Iqbal. "The Power of ZPD: Enhancing Teaching and Learning." Journal of Education and Social Studies 5, no. 2 (2024): 396–405. http://dx.doi.org/10.52223/jess.2024.5220.
Full textAbstract:
The purpose of this research is to examine the educational implications of Vygotsky's (1978) notion of the Zone of Proximal Development, originally developed to account for the learning potential of children, and investigate ZPD applications in teaching and learning. Literature-based approach is used to gather the data. This research review represents the meaning of ZPD (Zone of Proximal Development), discusses the implications of ZPD for teaching and learning, and then classroom strategies. This paper presented the diverse applications of the ZPD in academic settings, highlighting its capacity to enhance instructional strategies and promote the development of learners. To create inclusive learning environments where every student can reach their full potential, educators are advised to use formative assessment practices, scaffolding techniques, peer collaboration promotion, differentiation of instruction, and technology tool integration.
12
Wei, Muchen. "The Implications of the Zone of Proximal Development for English Teaching." Lecture Notes in Education Psychology and Public Media 36, no. 1 (2024): 87–90. http://dx.doi.org/10.54254/2753-7048/36/20240428.
Full textAbstract:
The "zone of proximal development," conceived by the eminent Soviet psychologist Lev Vygotsky, describes a central framework in educational psychology. Vygotsky's theory posits a two-tiered model of children's intellectual development that includes their current level of achievement and their untapped potential. The zone of proximal development (ZPD) delineates the critical space between these developmental thresholds. This paper contends that through astute observation of students' learning processes, educators can systematically bridge the gap between a student's current level of development and his or her latent potential, thus integrating the ZPD into the domain of realized development. In addition, educators can tailor their instructional strategies to their students' evolving abilities and set new educational goals with the overarching goal of placing students at the centre of the learning experience. This approach is designed to cultivate and enhance students' abilities to learn independently. The following sections provide a comprehensive synthesis and analysis of various teaching methodologies rooted in the theoretical framework of the Zone of Proximal Development. Through a careful examination of these approaches, we seek to illuminate the dynamic interplay between pedagogical strategies and the ZPD, paving the way for more effective and student-centred English language teaching.
13
Veresov, N. N. "ZBR and ZPD: Is there a difference?" Cultural-Historical Psychology 13, no. 1 (2017): 23–36. http://dx.doi.org/10.17759/chp.2017130102.
Full textAbstract:
The paper considers some problems of understanding the content of the theoretical notion of zone of proximal development in the English-language literature, related to unavailability of sources and some inaccuracies in translations. It is shown that, as a result of such inaccuracies, the notion of zone of proximal development (ZPD) turns out to be different in terms of its theoretical content from the notion of zona blizhayshego razvitiya (ZBR) (зона ближайшего развития, ЗБР), so that we can say that ZPD is not the same as ZBR. Simplification and fragmentation of basic theoretical ideas lead to some serious consequences, which cause difficulties both in the search for a common understanding and further development of cultural-historical theory, as well as in the practical application of ZBR in educational practices.
14
KADRI, MICHELE SALLES EL, WOLFF-MICHAEL ROTH, ALFREDO JORNET GIL, and ELAINE MATEUS. "Towards a more symmetrical approach to the zone of proximal development in teacher education." Revista Brasileira de Educação 22, no. 70 (2017): 668–89. http://dx.doi.org/10.1590/s1413-24782017227034.
Full textAbstract:
ABSTRACT This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes “the more competent peer” arises from the relation that constitutes a ZPD. Therefore, there are dialectical inversions, whereby the actual roles of teacher and learner no longer coincide with the institutionally designated positions of particular individuals. This then requires an approach to the ZPD that allows for the changes in the relation such that who teaches and who learns is itself the result of the social relation.
15
Marlina, Lina, and Yayuk Muji Rahayu. "Penerapan Metode Scaffolding Pada Zone Of Proximal Development (ZPD) Dalam Meningkatkan Hasil Belajar Siswa Kelas X-1 SMAN 6 Kota Tangerang Selatan." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 8, no. 1 (2025): 42–55. https://doi.org/10.47080/propatria.v8i1.3786.
Full textAbstract:
The objective of this research is to improve the learning outcomes of students in Class X-1 at SMAN 6 Kota Tangerang Selatan through the application of the scaffolding method within the Zone of Proximal Development (ZPD). The scaffolding method in the Zone of Proximal Development (ZPD) is a concept of student development proposed by Vygotsky, as noted in Ratnawati Mamin's journal. Vygotsky's concept encompasses two primary aspects of student ability development: actual and potential development abilities (Mamin, 2008, p. 56). These two concepts rely on students' ability to work independently with guidance and direction from adults. Applying the scaffolding method within the ZPD helps students overcome learning difficulties, strengthens their understanding, and significantly enhances their learning outcomes. Students can also gradually progress with appropriate support from teachers, peers, and other resources. The subjects of this research are the teachers and students of Class X-1 at SMAN 6 Kota Tangerang Selatan. This study uses a qualitative approach combined with a quantitative approach through a classroom action research method, as the main objective of classroom action research is to improve and enhance educators' professional services in managing the teaching and learning process. The expected outcome is that the application of the Scaffolding Method within the Zone of Proximal Development (ZPD) can improve the learning outcomes of Class X-1 students at SMAN 6 Kota Tangerang Selatan.
16
Ofori-Attah, Kwabena. "Early Childhood Education and Instructional Ecology: A Vygotskian Approach in Teaching Early Childhood Social Studies." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 139–60. http://dx.doi.org/10.30958/aje.8-2-2.
Full textAbstract:
This study guided by Vygotsky’s Zone of Proximal Development (ZPD) theory explored the perception of pre-service teachers about the application of the ZPD in the classroom. Five participants, all junior students, were purposefully selected from a university in the southern region of the United States to participate in the study. Open-ended interview questions were designed from a review of the literature regarding the effectiveness of Vygotsky’s ZPD in the classroom. Axial coding was used to analyze the data for the final research report. A major finding from the study is that Vygotsky’s ZPD is recognized by Educator Preparatory Providers (EPPS) as a major instructional approach used to promote student achievement and that some pre-educator candidates perceive problems implementing this innovative form of teaching social studies in the early childhood classroom. Another significant finding from the study is that it extends our knowledge about the application of Vygotsky’s ZPD in the early childhood social studies classroom. Implications for early childhood teacher preparation and future research are considered in the paper. Keywords: cognitive development, early childhood education, instructional ecology, preservice teachers, zone of proximal development
17
Nurdin, Mochammad Fardianto, and Aditya Nugroho Widiadi. "PENERAPAN METODE SCAFFOLDING PADA ZONE OF PROXIMAL DEVELOPMENT (ZPD) DALAM PEMBELAJARAN SEJARAH DI SMA NEGERI 1 MALANG DI KELAS XI-3." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial 4, no. 3 (2024): 7. http://dx.doi.org/10.17977/um063v4i3p7.
Full textAbstract:
Scaffolding merupakan pendekatan yang merujuk pada pemberian bantuan kepada siswa dalam menyelesaikan sebuah permasalahan dan mengurangi frekuensi bantuan tersebut secara berkala. Pada konsep Zone Of Proximal (ZPD) dalam pembelajaran sejarah merupakan zona di mana siswa dapat mencapai sesuatu dengan usahanya sendiri atau bantuan dari orang lain, yang dalam konteks ini adalah memahami materi pembelajaran Sejarah. Peran guru dalam metode ini adalah sebagai fasilitator yang bertugas memberikan sarana atau wadah kepada siswa untuk mendukung proses belajarnya, memberikan bimbingan kepada siswa atau yang disebut dengan Scaffolding. Penelitian ini menggunakan pendekatan kualitatif dengan Teknik analisis data secara induktif dari informasi atau data-data yang telah diperolah di lapangan. Hasil penelitian ini menunjukkan Langkah-langkah penerapan metode Scaffolding pada Zone Of Proximal (ZPD) pada pembelajaran sejarah di kelas XI-3 SMA Negeri 1 Malang dengan tetap mempertimbangkan kemampuan awal dan karaktersitik kebutuhan dan gaya belajar siswa.
18
Zhu, Junling. "Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development." Language and Sociocultural Theory 7, no. 2 (2021): 129–50. http://dx.doi.org/10.1558/lst.39031.
Full textAbstract:
Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.
19
Zhang, Zhengqi. "Collaborative Learning in Social Constructivism: Promoting English Learning in a Secondary Classroom in China." Journal of Education and Educational Research 3, no. 3 (2023): 1–5. http://dx.doi.org/10.54097/jeer.v3i3.9509.
Full textAbstract:
Social constructivism, a major theory of learning, emphasizes social interactions as crucial for children's learning. The zone of proximal development (ZPD) is the focal point for learning within this theory. Collaborative learning, viewed as a bridge for social interactions, is situated within social constructivism and the ZPD. While some argue for the misuse of the ZPD, proposing the intermental development zone (IDZ), this paper explores the application of collaborative learning in my English as a second language classroom. Collaborative learning promotes motivation and critical thinking, benefiting students by engaging them in group tasks and encouraging mutual support. However, two challenges, cultural barriers and group size, need to be addressed to effectively implement collaborative learning.
20
Sadia, Irshad Maria Farooq Maan Huma Batool Ayesha Hanif. "Vygotsky's Zone of Proximal Development (ZPD): An Evaluative Tool for Language Learning and Social Development in Early Childhood Education." Multicultural Education 7, no. 6 (2021): 234. https://doi.org/10.5281/zenodo.4940172.
Full textAbstract:
<em>The focus of this research is the role of the concept of the Vygostky’s zone of proximal development (ZPD) in early childhood education. It highlights how this approach is helpful in the evaluation and assessment of mental and social development of children. The concept of ZPD alludes to cognitive functioning of children and their development that precedes from interaction with more capable and competent others, the competent adults (teachers) who take the initiative to impart education through guidance and encouragement in problem solving settings and adapt their level of help according to the requirement of the children and motivate them by placing in a challenging situation above their level to make them reach a level beyond the current zone, by exercising their full potential. With this concept of ZPD, the method of participant observation and conversation analysis has been used to study the eight selected 6-year old children who were stimulated with story-telling and observed for the roles they pick to play and the vocabulary usage. The study concludes that story-telling opens up the avenues for the children to go beyond their actual level of development and learn the language in a better manner through the acquisition of new words and try to use these words in their play and reach ZPD.</em>
21
Suoth, Like, Elsye Jesti Mutji, and Robinsor Balamu. "Penerapan Pendekatan Konstruktivisme Vygotsky Terhadap Pembelajaran Bahasa Indonesia." Journal for Lesson and Learning Studies 5, no. 1 (2022): 48–53. http://dx.doi.org/10.23887/jlls.v5i1.40510.
Full textAbstract:
Kurangnya penggunaan model pembelajaran menyebabkan rendahnya hasil belajar peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh positif signifikan dalam penerapan Pendekatan Konstruktivisme Vygotsky Tehadap Hasil Belajar Bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan populasi dari penelitian ini adalah seluruh siswa kelas VI SD GMIH Duma yang berjumlah 21 siswa. Teknik pengumpulan data yang digunakan adalah tes sampel penelitian 1 Kelas dengan menggunakan Pre-test dan Post-test. Analisis tahap awal di lakukan dengan cara menentukan deskripsi penelitian dengan menggunakan tabel desain one group pretest posttest, Hasil penelitian menunjukkan bahwa hasil belajar siswa pada mata pelajajaran Bahasa Indonesia pada Tema 7 dengan materi Kepemimpinan serta menggunakan pendekatan Konstruktivisme Vygotsky tipe Zone of Proximal Development (ZPD) adanya pengaruh terhadap hasil belajar siswa pada mata pelajaran Bahasa Indonesia tema 7 dengan materi Kepemimpinan. Dengan menggunakan, pendekatan Konstruktivisme Vygotsky tipe Zone of Proximal Developmen (ZPD siswa menjadi termotivasi dan aktif sehingga terdapat hasil belajarnya memiliki pengaruh positif signifikan. Kesimpulan dari penelitian ini adalah terdapat perbedaan positif signifikan pada penerapan pendekatan Konstruktivisme Vygotsky tipe Zone of Proximal Developmen (ZPD pada hasil belajar Bahasa Indonesia.
22
Wang, Di. "What is ZPD and what are the implications of ZPD for teaching?" Journal of Humanities and Education Development 4, no. 3 (2022): 242–44. http://dx.doi.org/10.22161/jhed.4.3.29.
Full textAbstract:
Sociocultural theory was established by Vygotsky, and it analyzes the social and cultural attributes of the development mechanism of human psychological function based on the view of development and history (Xi, 2020). Vygotsky divided human psychological function into low-level psychological function as the result of biological evolution and high-level psychological function formed by the development of social culture and history. Focusing on the development of high-level psychological function of individuals, Vygotsky put forward three core concepts: internalization, mediation and zone of proximal development (ZPD). In this article, one of the core concepts, ZPD, will be discussed.
23
Denhere, Christmas, Kudzai Chinyoka, and Josiah Mambeu. "Vygotsky's Zone of Proximal Development Theory: What are its Implications for Mathematical Teaching?" Greener Journal of Social Sciences 3, no. 7 (2013): 371–77. https://doi.org/10.15580/gjss.2013.7.052213632.
Full textAbstract:
This article focused on Vygotskian Zone of Proximal Development and its implications to the teaching of Mathematics in the schools. Literature has shown that underachievement and poor performance characterise the learning of Mathematics. Teaching Mathematics in the child’s zone of proximal development is viewed as one way of improving performance in Mathematics. Literature argues that teaching in the Zone of Proximal Development where the child’s learning is mediated and scaffolded by the teacher or expert adult or knowledgeable peer makes learning more meaningful, easier, manageable, effective and efficient. The major challenge that the theory presents to teachers is that it is difficult to identify every learner’s zone of proximal development. Despite this limitation, the ZPD if appropriately applied could improve Mathematics teaching and learning in the schools.
24
Antisna, Ika Wara Yuni, and Joko Sayono. "Penerapan Scaffolding pada Zone of Proximal Development dalam Pembelajaran Sejarah Kelas X IPS." Journal of Innovation and Teacher Professionalism 3, no. 3 (2025): 540–48. https://doi.org/10.17977/um084v3i32025p540-548.
Full textAbstract:
Pengajaran yang efektif adalah pengajaran ideal yang mampu mengoptimalkan kemampuan peserta didik. Berbagai strategi pengajaran dapat diterapkan untuk mencapai hasil belajar yang optimal, salah satunya adalah metode scaffolding. Penelitian ini bertujuan untuk menganalisis penerapan metode scaffolding dalam Zone of Proximal Development (ZPD) pada pembelajaran sejarah di kelas X IPS 3 SMA Laboratorium UM, serta untuk mengevaluasi dampaknya terhadap pemahaman dan kemandirian belajar peserta didik. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data diperoleh melalui observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penerapan scaffolding dalam pembelajaran sejarah sangat penting, terutama karena peserta didik masih memerlukan bantuan guru dalam menyelesaikan tugas-tugas pembelajaran. Bantuan yang diberikan melalui scaffolding terbukti efektif dalam meningkatkan pemahaman dan kemandirian belajar peserta didik secara bertahap. Temuan ini menegaskan peran penting guru sebagai fasilitator dalam mendukung perkembangan peserta didik sesuai dengan ZPD mereka.
25
Kurniasari, Agustina Imelda, and Agus Santoso. "The Teacher’s Role in Supporting the ZPD in Students’ English Oral Communication Skills based on the PYP Language Scope and Sequence of Grade EY 3A: A Case Study." Polyglot: Jurnal Ilmiah 12, no. 2 (2017): 1. http://dx.doi.org/10.19166/pji.v12i2.362.
Full textAbstract:
<p>With many international schools implementing bilingual systems in their teaching learning activities, different students who come from different family backgrounds may apply bilingual communication, both at school and at home. For the classroom teacher, one approach to support students’ oral communication skills is through supporting the Zone of Proximal Development (ZPD). In order to make the ZPD happen in the classroom, particularly in the students’ speaking skills, the classroom teacher needs to apply some strategies. The research was descriptive qualitative and the tools used to collect data in the study were in the form of observations, interviews and field notes. The results of the research indicate there are six strategies that the classroom teacher used to support the ZPD. Besides that, there were five aspects that the classroom teacher did to support the students’ oral communication skills and based on the PYP Language Scope and Sequence, the students demonstrated various common trends in their oral communication skills. <br /><br /><em>BAHASA INDONESIA ABSTRAK: Dengan banyaknya sekolah Internasional yang menerapkan sistem dwibahasa dalam aktivitas belajar mengajar, peserta didik yang berasal dari latar belakang keluarga yang berbeda berkomunikasi menggunakan dua bahasa, baik di sekolah maupun di rumah. Bagi guru kelas, pendekatan yang bisa digunakan untuk mendukung keterampilan berkomunikasi lisan siswa adalah dengan mendukung Zone of Proximal Development (ZPD). Agar ZPD dapat berjalan di kelas, terutama di keterampilan berbicara siswa, guru kelas perlu menerapkan beberapa strategi. Penelitian ini adalah deskriptif kualitatif dan alat yang digunakan untuk mengumpulkan data dalam penelitian ini dalam bentuk observasi, wawancara dan catatan lapangan. Hasil penelitian mengindikasikan ada enam strategi yang diterapkan guru kelas untuk mendukung Zone of Proximal Development. Di samping itu, ada lima aspek yang dilakukan guru kelas untuk mendukung keterampilan berkomunikasi lisan siswa dan berdasar PYP Language Scope and Sequence, siswa menunjukkan berbagai macam tren yang muncul pada umumnya.</em></p>
26
Liao, Chin-Wen, Hsin-Kuo Liao, Bo-Siang Chen, et al. "Inquiry Practice Capability and Students’ Learning Effectiveness Evaluation in Strategies of Integrating Virtual Reality into Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice: A Case Study." Electronics 12, no. 12 (2023): 2576. http://dx.doi.org/10.3390/electronics12122576.
Full textAbstract:
VR has shown positive growth in the world in recent years, which is mainly due to projects such as learning, games, entertainment and experiential activities. VR has changed the way of life of users, providing users with more interesting interactions and immersive experiences. This study aims to investigate students’ practical capabilities and learning effectiveness under the instruction strategy of integrating virtual reality into simulation games into the Vehicle Body Electrical System Comprehensive Maintenance and Repair Services Practice curriculum for students of the Dept. of Auto Mechanics in a skills-based senior high school. Two student classes of the Dept. of Auto Mechanics major in Electrical Engineering featuring practical subjects in one skills-based senior high school in central Taiwan were chosen as the participants for this study. By way of pretest–post-test research design and heterogeneous grouping, an 8-week instruction experiment was conducted in which ZPD (zone of proximal development) instruction strategies were used in the experimental group (with 43 persons), while traditional didactic instruction strategies were used in the control group (with 36 persons). ZPD instructional strategies analyze and collect quantitative and qualitative data to investigate the instructional effectiveness and feasibility in developing ZPD as the research material in the practical curriculum for the study area of the Power Machinery in Vehicle Body Electrical System Comprehensive Maintenance and Repair Services practice. According to the research objective, the results are concluded as follows. (1) Students achieved the best learning effectiveness when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into the vehicle charging and starting system to investigate students’ automotive diagnostic troubleshooting and fault-clearing capabilities. (2) Students attained the highest acceptance in learning phenomenon when adopting ZPD (zone of proximal development) strategies in which virtual reality was integrated into students’ familiar practice factory environment and the tools and equipment operation process. (3) Students had a higher acceptance of learning effectiveness when using virtual reality simulation games in the disassembly and functional detection of vehicle charging and starting systems. (4) There is a positive effect when integrating virtual reality simulation games into ZPD instruction strategies in the knowledge, skills and attitude on students’ overall inquiry practical capabilities and their learning effectiveness.
27
Swastika, Aprilia Iva, and Indah Wahyu Puji Utami. "Penerapan Scaffolding pada Zone of Proximal Development (ZPD) Kelas X DKV-2 Di SMK terhadap Mata Pelajaran Sejarah." Journal of Innovation and Teacher Professionalism 3, no. 1 (2024): 68–76. http://dx.doi.org/10.17977/um084v3i12025p68-76.
Full textAbstract:
Penelitian ini bertujuan untuk mengeksplorasi konsep Scaffolding dalam konteks Zone of Proximal Development (ZPD) menurut teori Vygotsky, serta mengaplikasikannya dalam pembelajaran sejarah di kelas X DKV-2 di SMK Negeri 10 Malang. Metode kualitatif dipilih untuk mendapatkan pemahaman mendalam tentang bagaimana ZPD dapat diterapkan dalam konteks nyata pembelajaran di sekolah menengah kejuruan. Penelitian dilakukan dengan mengamati proses pembelajaran sejarah, fokus pada interaksi antara guru dan siswa dalam implementasi konsep Scaffolding. Hasil penelitian menunjukkan bahwa penerapan Scaffolding pada ZPD dapat dilaksanakan secara efektif. Guru berperan dalam memonitor dan memberikan bantuan secara bertahap kepada siswa sesuai dengan tingkat kemampuan mereka, mulai dari bimbingan aktif hingga memfasilitasi siswa untuk aktif berdiskusi dan melakukan presentasi. Pendekatan ini tidak hanya memperkuat pemahaman siswa terhadap materi sejarah, tetapi juga mendorong kemandirian dan partisipasi aktif dalam proses pembelajaran. Melalui Scaffolding, siswa dapat mengembangkan keterampilan berpikir kritis dan memecahkan masalah secara mandiri, sesuai dengan tahapan perkembangan kognitif mereka. Implikasi dari penelitian ini mendukung pentingnya penerapan teori Vygotsky dalam konteks pendidikan praktis, yang menekankan pentingnya interaksi sosial dan bimbingan terarah untuk memajukan kemampuan siswa. Secara keseluruhan, penelitian ini memberikan kontribusi terhadap pemahaman kita tentang bagaimana konsep Scaffolding dapat diterapkan dengan efektif dalam konteks ZPD di pendidikan sekolah menengah kejuruan, serta relevansinya dalam meningkatkan kualitas pembelajaran yang berpusat pada perkembangan siswa.
28
Wang, Yikai. "Integration of AI Technology and ZPD: Pinpointing the Zone of Student Development to Promote Educational Innovation and Efficiency Improvement." Journal of Education, Humanities and Social Sciences 38 (September 28, 2024): 99–104. http://dx.doi.org/10.54097/wws14m21.
Full textAbstract:
In the era of rapid technological advancement, AI has profoundly penetrated various sectors of society, including education. This paper explores the positive impact of AI on students' Zone of Proximal Development (ZPD), aiming to assist teachers in making more accurate judgments regarding multiple students' ZPDs and thereby enhancing educational teaching. The findings reveal that AI technology, through its application in ZPD, can provide personalized learning resources and assistance to students, as well as offer teachers appropriate teaching content and strategies tailored to students' needs. However, in the actual teaching process, the application of ZPD to teaching still faces difficulties related to students' individualization, sensitive emotions, and trust crises. Based on this, this paper puts forward the following suggestions. Teachers need to be actively trained in AI to overcome potential resistance from older educators. At the same time, teachers should focus on identifying further technological advances in ZPD and related areas to maximize the benefits of AI in education.
29
Etnawati, Susanti. "IMPLEMENTASI TEORI VYGOTSKY TERHADAP PERKEMBANGAN BAHASA ANAK USIA DINI." Jurnal Pendidikan 22, no. 2 (2022): 130–38. http://dx.doi.org/10.52850/jpn.v22i2.3824.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui perkembangan bahasa pada anak usia dini berdasarkan teori Vygotsky. Jenis penelitian ini adalah bibliografi. Data diperoleh dari riset kepustakaan (library research). Teknik pengumpulan data yang digunakan peneliti ini adalah studi kepustakaan. Teknik analisis data pada penelitian ini dengan menggunakan teknik analisa kualitatif dengan cara deduktif.
 Hasil penelitian yang diperoleh bahwa perkembangan kemampuan bahasa anak dapat berkembang baik sangat dipengaruhi oleh lingkungan sekitar dan bantuan dari orang dewasa disekitar anak. ZPD (zone of proximal development) dan scaffolding sangat membantu anak mencapai kemampuan tertingginya hingga anak dapat melakukan sendiri tanpa bantuan orang dewasa disekitarnya. Dampak dari hasil penelitian yaitu rekomendasi untuk guru agar berperan sebagai fasilitator bagi anak dalam belajar, membantu dan memberi dukungan kepada anak ketika dibutuhkan agar anak dapat mencapai perkembangan kemampuan maksimal dari dalam dirinya.
 Kata kunci: perkembangan bahasa, anak usia dini, ZPD (zone of proximal development) dan scaffolding
30
Margolis, A. A. "Zone of Proximal Development (ZPD) and Organization of Students Learning Activity." Психологическая наука и образование 25, no. 4 (2020): 6–27. http://dx.doi.org/10.17759/pse.2020250402.
Full textAbstract:
The paper focuses on the specifics of children’s learning activity organization aimed at creating the Zone of Proximal Development. From this perspective, we analyze the potential of the theory of learning activity and the practice of developmental learning (D.B. Elkonin, V.V. Davydov), outline the achievements of this approach and reveal the issues of concern regarding the correlation between students preconceptions and scientific concepts. The paper thoroughly reconstructs the scientific discourse between the academic standpoints of the “Developmental Learning” and the “School of the Dialogue of Cultures” supporters, showing the relevance of this discourse in the light of modern challenges in education. Finally, we discuss the approaches to the task of developing theoretical thinking in students and engaging them in quasi-investigations presented in the works of M. Hedegaard and E. Etkina.
31
Ruswanda, Roby Firdian, Achi Rinaldi, Siska Andriani, and Gusti Ayu Farah Nabilla. "MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)." Journal of Mathematics Education and Science 3, no. 2 (2020): 55–60. http://dx.doi.org/10.32665/james.v3i2.138.
Full textAbstract:
This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning.
 
 Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development sama baiknya dengan Model pembelajaran Experiential Learning, Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning lebih baik dengan pembelajaran konvensional.
32
Cong-Lem, Ngo. "Intuitive to Strategic Translanguaging: Insights From Vietnamese EFL Classrooms." Profile: Issues in Teachers' Professional Development 27, no. 1 (2025): 151–67. https://doi.org/10.15446/profile.v27n1.116309.
Full textAbstract:
This article reports a qualitative case study on the translanguaging practices of Vietnamese English-as-a-foreign-language (EFL) educators and explores the mechanisms behind individual differences in their practices through an integrative cultural-historical activity theory perspective. Data were collected through semi-structured interviews, classroom observations, and post-observation interviews with three educators at a public university in Vietnam. The findings highlight diverse functions of translanguaging, including checking comprehension, emphasizing content, and reducing English-speaking anxiety. Rooted in Vygotsky’s Zone of Proximal Development (ZPD), this research introduces Proximal Language Scaffolding to highlight a strategic approach to using L1 and L2 for language learning within students’ ZPD. This research provides new insights into the nuanced implementation of translanguaging in EFL contexts and offers significant implications for teacher development and educational practices.
33
Poehner, Matthew E. "Dynamic Assessment as a Dialectical Framework for Classroom Activity: Evidence From Second Language (L2) Learners." Journal of Cognitive Education and Psychology 8, no. 3 (2009): 252–68. http://dx.doi.org/10.1891/1945-8959.8.3.252.
Full textAbstract:
First introduced to the West by Vygotsky’s colleague, Luria (1961), the zone of proximal development (ZPD) has inspired an approach to evaluating learning potential known as dynamic assessment (DA). However, Vygotsky (1986) also conceived of the ZPD as a guiding principle for teaching to optimally affect learner development, a notion that has been enthusiastically researched in education. The field of applied linguistics takes as its point of departure a dialectical reading of Vygotsky, understanding assessment of the ZPD and teaching in the ZPD to be a unified process. To date, this work has focused on classroom contexts where the provision of mediation during teacher–learner interactions may simultaneously illuminate learner abilities and promote development. Examples are presented involving learners of French. D’abord introduite à l’Ouest par un collègue de Vygotsky, Luria (1961), la Zone Proximale de Développement (ZPD) a inspiré une approche visant à évaluer le potentiel d’apprentissage connue sous le nom d’Évaluation Dynamique (DA). Pourtant, Vygotsky (1986) concevait aussi la ZPD comme un principe capable de guider un enseignement visant à influencer de manière optimale le développement de l’élève, une notion qui a été explorée avec enthousiasme dans le domaine de l’éducation. Le champ de la linguistique appliquée prend comme point de départ une lecture dialectique de Vygotsky, comprenant l’évaluation de la ZPD et l’enseignement dans la ZPD dans un même processus. Jusqu’au présent, ce travail s’est centré sur les contextes de classe où l’offre de médiation au cours des interactions enseignant-élè ve peut simultanément éclairer des capacités de l’élève et promouvoir leur développement. Les exemples présentés concernent des élèves qui apprennent le français langue seconde. Zunächst von Vygotskys Kollegen Luria (1961) in der westlichen Welt vorgestellt, hat die Zone der proximalen Entwicklung (ZPE) einen Ansatz zur Untersuchung des Lernpotentials inspiriert, der als dynamische Diagnostik (Dynamic Assessment, DA) bekannt geworden ist. Vygotsky (1986) hat jedoch die ZPE auch als Leitprinzip für ein Lehren konzipiert, das optimalen Einfluss auf die Entwicklung des Lerners haben soll, eine Idee, die enthusiastisch im pädagogischen Feld untersucht wurde. Der Bereich der angewandten Linguistik nimmt als ihren Ausgangspunkt eine dialektische Auslegung von Vygotsky, bei dem die Erfassung der ZPE und das Unterrichten in dieser Zone als einheitlicher Prozess aufgefasst werden. Derzeit fokussiert diese Arbeit auf Klassenraumkontexten, wo die Bereitstellung von Mediation während Lehrer-Lerner-Interaktionen in simultaner Weise die Fähigkeiten der Lerner aufhellen kann und gleichzeitig Entwicklung fördert. Beispiele von Schülern aus dem Fremdsprachenunterricht werden vorstellt. La Zona de Desarrollo Próxima, introducida primeramente en occidente por Luria (1961), que fue discípulo de Vygotsky, ha inspirado un enfoque para evaluar el potencial de aprendizaje, entendido como una Evaluación Dinámica. Sin embargo, Vygotsky (1986) concibió la Zona de Desarrollo Próxima como una guía para la enseñanza y para optimizar el impacto del desarrollo del aprendiz, una noción que ha sido investigada de forma enfática en educación. El campo de la lingüística aplicada toma como punto de partida una lectura dialéctica de Vygotsky, una evaluación comprensiva de la Zona de Desarrollo Próxima y una enseñanza en dicha Zona para convertirlo en un proceso unificado. Este trabajo se ha focalizado en el contexto del aula, donde la provisión de la mediación se ha producido durante las interacciones entre el profesor y los estudiantes, lo cual permite iluminar simultáneamente las habilidades de los estudiantes e incrementar su desarrollo. Se presentan ejemplos relativos a estudiantes de Francés. La Zona di Sviluppo Prossimale (ZPD), sin dalla sua prima presentazione in Occidente da parte di Luria (1961) collega di Vygotsky, ha ispirato l’approccio di valutazione del potenziale di apprendimento noto come Valutazione Dinamica (DA). Tuttavia Vygotsky (1986) aveva anche concepito la ZPD come un principio guida per un insegnamento che abbia un impatto ottimale sullo sviluppo dello studente, una idea che è stata oggetto di ricerche entusiastiche in educazione. Il campo della linguistica applicata considera come punto di partenza una lettura dialettica di Vygotsky, intendendo la valutazione della ZPD e l’insegnamento nella ZPD come un processo unificato. Finora questo lavoro si è focalizzato sui contesti di classe, in cui la mediazione durante le interazioni docente-studente pu ò nello stesso tempo mettere in luce le abilit à dello studente e promuovere lo sviluppo. Vengono presentati esempi che coinvolgono studenti francesi.
34
Azi, Yaseen. "Scaffolding and the Teaching of Writing Within ZPD: Doing Scaffolded Writing (A Short Case Study)." International Journal of Linguistics 12, no. 3 (2020): 105. http://dx.doi.org/10.5296/ijl.v12i3.14044.
Full textAbstract:
This paper aims at explaining the concept of scaffolding within ZPD, providing in-depth analysis, and illustrating how scaffolding, as a tool of assistance, can be used in the teaching of writing. Scaffolding, as a concept, has been originated from Vygotsky’s theoretical notion- the zone of proximal development (ZPD). As it is known, ZPD has been originally constructed to account for the gap between the actual level and the potential level of development of the individual learners. Briefly, the first part of the paper showed how the notions of ZPD, internalization and the concepts of activated learning and collaborative writing within ZPD were briefly presented in the literature review. Likewise, the second part of discussed important concepts in the literature such as scaffolding, principles of scaffolding, scaffolded writing, scaffolding learning. In the third part of this paper, different studies of scaffolding and the teaching of writing in the EFL contexts were briefly discussed and critically presented. The last part of the study briefly presented and discussed the findings of a short one-month case study of my five-year-old son.
35
Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING." Polyglot: Jurnal Ilmiah 15, no. 2 (2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.
Full textAbstract:
<p>Vygotsky is the father of the Zone of Proximal Development (ZPD) theory who claims that a leaner can do what he can almost do alone with the presence of assistance. This literature study aims at investigating what factors need to be present for developing someone’s potential. From the literature study, it was found that there are six factors that need to be present, including assistance, mediation, cooperation, imitation, target and crises. With the presence of assistance from the more capable other and keeping attention to the six important factors, a learner will be able to do what he/she can almost do alone.</p><p><strong>BAHASA INDONESIA ABSTRAK: </strong>Vygotsky adalah penemu konsep Zona Perkembangan Proksimal yang menyatakan bahwa seseorang yang belajar akan mampu melakukan apa yang hampir dapat dilakukannya secara mandiri dengan tersedianya bantuan. Studi kepustakaan ini bertujuan untuk meneliti unsur apa saja yang penting untuk membantu perkembangan potensi seorang pelajar. Dari studi kepustakaan ditemukan bahwa ada enam unsur yang penting yakni bantuan, mediasi, kerjasama, kemampuan untuk meniru, sasaran dan masa sulit atau keluar dari zona nyaman. Dengan adanya bantuan dari orang yang lebih mampu dan kehadiran dari enam unsur tersebut, seorang pelajar akan mampu melakukan apa yang hampir dapat dilakukannya sendiri.</p>
36
Tinungki, Georgina Maria. "ZONE PROXIMAL DEVELOPMENT GIVES A NEW MEANING TO THE STUDENTS’ INTELLIGENCE IN STATISTICAL METHOD LESSON." Journal of Honai Math 2, no. 2 (2019): 129–42. http://dx.doi.org/10.30862/jhm.v2i2.69.
Full textAbstract:
Development of Zone of Proximal Development (ZPD) a learner needs guidance, help from adults or peers with a higher skill set in order of achieve a higher level of development. The level of knowledge or gradual knowledge is called by Vygotsky as scaffolding. Scaffolding means giving learners helps during the early stages of learning, then reducing the quantity of help and giving the learner opportunity to immediately take on the greater responsibility, after being able to do tasks on their own. One in the statistics Lesson program is Statistical Method, which requires high-level thinking since the students are hoped to be able to analyze statistics inference. In this case, students need help during the learning process in order to understand the concept of Statistical Method material optimally. The help could be in the form of guidance, encouragement, outlining problems into other forms that enable students to be independent. By implementing the ZPD process in the form of scaffolding stage, students are able to understand concepts of Statistical Method material optimally.
37
Meihami, Hussein, and Bahram Meihami. "An Overview of Dynamic Assessment in the Language Classroom." International Letters of Social and Humanistic Sciences 16 (November 2013): 35–43. http://dx.doi.org/10.18052/www.scipress.com/ilshs.16.35.
Full textAbstract:
The purpose of this paper is to outline the recent researches on Dynamic Assessment (DA) in second language learning classroom. As an approach to assessment and instruction, DA derived from Vygotsky’s theory of Zone of Proximal Development (ZPD). In this outlining study the very recent researches, which were done in relation with DA and ZPD, have been investigated. This study includes six sections. Section one has focused on an introduction about the essence of DA and ZPD. Section two defines specifically about DA and how it is related to teaching. Section three focuses on the relationship between DA and ZPD. Section four indicates aspects of DA and its effect on Corrective Feedback. Section five is devoted to DA and its relations and differences with Formative Assessment. Finally, section six is all about the conclusion of these five mentioned sections. By analyzing and investigating the recent researches, this fact be confirmed that DA should be entered into L2 classrooms.
38
Kim, Myoung-Hae, and Soo-Yeon Han. "A Study on the Development of Learners in Hairdressing Using Vygotsky's Zone of Proximal Development." Journal of the Korean Society of Cosmetology 28, no. 4 (2022): 855–71. http://dx.doi.org/10.52660/jksc.2022.28.4.855.
Full textAbstract:
Among the hair and beauty subjects, “Upstyle practice” education is not a regular curriculum but a “separate subject” that is “opened separately by researchers” and is a subject that is not included in the national technical qualification (beautician) exam, but is cooperative learning for learners. This is because it is possible to show artistry through this, and it is judged that it is appropriate to present the development of learners because of its easy participation and high utilization, and it can be selected as a subject for research and experimental research. The purpose of this study is to promote learner development and suggest educational effects by setting scaffolding and measuring interest and learning attitudes in small-group cooperative learning of Vygotsky's Zone of Proximal Development Theory. In the theoretical study, as a literature review on Vygotsky's educational theory, the researcher used Vygotsky's Zone of Proximal Development (ZPD). was designed. Classes using Vygotsky's Zone of Proximal Development showed relatively high interest and learning attitudes compared to traditional classes. can see. In the future, it is expected that continued research will be conducted on the content of hair and beauty practice courses that can be incorporated into daily life naturally.
39
Benvindo de Souza, Cirlene, and Ivone Antonia da Silva. "CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 03 (2024): 1–18. http://dx.doi.org/10.51249/gei.v5i03.2047.
Full textAbstract:
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
40
Qin, Lili. "The “Wrong Love” Between the Zone of Proximal Development and Scaffolding: An Interview With Prof. James P. Lantolf." Chinese Journal of Applied Linguistics 45, no. 1 (2022): 138–49. http://dx.doi.org/10.1515/cjal-2022-0110.
Full textAbstract:
Abstract The zone of proximal development (ZPD) and the scaffolding theory are very different, both in terms of their theoretical origins and connotations, and can even be said to be very different. However, during the development of the two concepts, some scholars have misunderstood them, resulting in the two being mistaken for similar concepts and therefore often confused. Professor James Lantolf from Pennsylvania State University (State College, USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies (Dalian, China) and provides an in-depth analysis of these issues. The interview begins with the theoretical roots, connotations and definitions of the ZPD and scaffolding concepts, and then unravels the story of how they have been “mistakenly loved for life”, and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.
41
Balakrishnan, Vishalache. "Teaching Moral Values Through Real-life Dilemmas." Indonesian Journal of Education and Social Studies 2, no. 2 (2023): 109–24. http://dx.doi.org/10.33650/ijess.v2i2.7712.
Full textAbstract:
The purpose of this study is to contribute to contemporary debates about alternative ways of teaching Moral Education (ME) in Malaysia by including the voice of students. ME in the Malaysian setting is both complex and compulsory. The research is founded on a modified version of Vygotsky’s Zone of Proximal Development (ZPD), extended to suit the multicultural, multi-ethnic Malaysian setting, and here called the Zone of Collaborative Development (ZCD). This study uses qualitative research methodology consisting of a modified framework of participatory action research (PAR) as the methodological framework. Data was gathered for textual analysis through a modified form of participant observation, focus group transcripts, interviews, and student journals. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The moral dilemmas that they identified were relational and context dependent. Multiple factors contributed to the problems they described.
42
Rondon-Pari, Graziela. "Comparative Analysis Of Classroom Speech In Upper Level Spanish College Courses: A Social Constructivist View." Contemporary Issues in Education Research (CIER) 4, no. 12 (2011): 1. http://dx.doi.org/10.19030/cier.v4i12.6664.
Full textAbstract:
This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a difference in academic achievement in Spanish between students taught with a CLT approach as opposed to an explicit FonF? What is the ratio of mother tongue versus target language used in each of the two classrooms studied? Findings show that the ZPD can be reached through either approach with the use of the appropriate feedback techniques. In terms of academic achievement, the explicit FonF group outperformed the CLT group, but in terms of language use, CLT group engaged in a larger proportion of target language use.
43
Xue, Zhenghong. "Exploring Vygotsky's Zone of Proximal Development in Pedagogy: A Critique of a Learning Event in the Business/Economics Classroom." International Journal of Education and Humanities 9, no. 3 (2023): 166–68. http://dx.doi.org/10.54097/ijeh.v9i3.10506.
Full textAbstract:
This academic journal article presents a critical examination of Lev Vygotsky's Social Constructivist Theory and its application in the Business/Economics classroom within a British educational context. Vygotsky's theory posits that the interaction between an individual's learning and social environment significantly shapes their intellectual development. This research highlights the educator's crucial role in understanding students' limitations in the learning context and providing necessary support and guidance to facilitate effective learning outcomes. Central to Vygotsky's theory is the Zone of Proximal Development (ZPD), representing the "learning gap" between a student's current knowledge and their potential. Emphasizing the concept of Scaffolding as a key strategy to bridge this gap, this study investigates how Scaffolding, though not explicitly mentioned by Vygotsky, aligns inherently with the ZPD theory, facilitating students' progression from their current proficiency level (Point A) to a more advanced stage (Point B).
44
Mirzaei, Azizullah, Farshad Naseri, Aliakbar Jafarpour, and Zohreh Eslami. "ZPD-based mediation of L2 learners’ comprehension of implicatures: An educational praxis framework." Lodz Papers in Pragmatics 17, no. 1-2 (2021): 127–52. http://dx.doi.org/10.1515/lpp-2021-0007.
Full textAbstract:
Abstract Conversational implicatures (CIMs) are implied by the speaker in context rather than being linguistically encoded, and learners’ inability to infer the intended meaning, if not remedied through instruction (or mediation), leads to communication breakdowns. Given this premise, the current study aimed to examine effects of classroom praxis-based instruction adjusted to EFL learners’ Zone of Proximal Development (ZPD) on their comprehension of CIMs. Participants were 36 Iranian high school students in 2 classrooms, assigned to experimental and comparison groups. A 20-item CIM test was administered at pretest and posttest times to collect the data. Microgenetic trajectories were also traced through audio-recorded role-plays and social interactions within the ZPD setting. ZPD-adjusted mediational instruction on CIMs was given based on a multi-level regulatory scale and a view of microgenetic development along an other-to self-regulated functioning continuum. In the non-ZPD setting, mainstream teacher-fronted instruction was employed. ANCOVA results revealed differential instructional effects in favor of the praxis-based mediational setting. Microgenetic learning episodes also portrayed how collectively-mediated, ZPD-activated learning led to L2 learners’ progressively improved comprehension of CIMs. The findings suggest that comprehension (and perhaps production) of L2 CIMs can be improved through praxis-oriented co-construction of pragmatic knowledge through collaborative engagement with communicative activity.
45
Zaferanieh, Elaheh, Mansoor Tavakoli, and Abbass Eslami Rasekh. "Second language pragmatics development through different instructional techniques." ITL - International Journal of Applied Linguistics 171, no. 1 (2019): 113–41. http://dx.doi.org/10.1075/itl.17001.zaf.
Full textAbstract:
Abstract This study investigated the effectiveness of three types of instruction on learning the speech act of criticizing by 100 Iranian learners of English. For 10 weeks, the consciousness raising group (N = 27), input enhancement group (N = 23), and ZPD (Zone of Proximal Development)-sensitive group (N = 25) participated in the study. The three treatment groups were compared with a control group (N = 25) on pre-tests, immediate and delayed posttests performance of discourse completion test and role-play test. The results revealed that treatment groups significantly improved and outperformed the control group. They maintained their improvement in the delayed posttest. In addition, the results showed the superiority of ZPD-sensitive instruction in relation to two other methods, and better performance of consciousness raising instruction than input-enhancement method. Finally, by interviewing the participants, the researchers could understand the opinions of learners about the instructions they received. The findings and implications are discussed.
46
Aprianti, Yunis, Ibnu Laksana Aulia Ramdani, Muhammad Ali, Muhammad Rifki, and Ridho Budhi Utomo. "Perspektif Teori Konstruktivisme Vygotsky Terhadap Kemampuan Bersosialisasi Siswa Slow Learner Di Sekolah Dasar Inklusi." DWIJA CENDEKIA: Jurnal Riset Pedagogik 9, no. 1 (2025): 135. https://doi.org/10.20961/jdc.v9i1.99167.
Full textAbstract:
<p>Penelitian ini bertujuan untuk menganalisis penerapan <em>Zone of Proximal Development</em> (ZPD) dalam pem-belajaran inklusif guna meningkatkan kemampuan bersosialisasi siswa <em>slow learner</em>. Metode yang digunakan adalah studi kasus dengan observasi non-partisipan di salah satu SD Negeri di Yogyakarta, serta pengumpulan data melalui observasi kelas, wawancara dengan guru dan orang tua, serta analisis dokumen sekolah. Hasil penelitian menunjukkan bahwa pembelajaran berbasis ZPD dengan bantuan teman sebaya mampu meningkatkan interaksi sosial, keterampilan komunikasi, rasa percaya diri, penyelesaian konflik, dan kerja sama siswa <em>slow learner</em>. Namun, terdapat tantangan seperti kesulitan mengidentifikasi ZPD, keterbatasan sumber daya, heterogenitas kemampuan siswa, serta kurangnya kolaborasi dengan orang tua. Simpulan penelitian ini mengungkap bahwa interaksi sosial dalam ZPD efektif mendukung perkembangan sosial siswa <em>slow learner</em>, sehingga dapat menjadi dasar pengembangan intervensi pembelajaran inklusif yang lebih efektif.</p><p> </p><p><strong><em>The perspective of Vygotsky's Constructivism Theory on the social skills of slow learner students in inclusive elementary schools</em></strong><strong><em></em></strong></p><p><strong><em> </em></strong></p><p><strong><em>Abstra</em></strong><strong><em>ct</em></strong><strong><em>: </em></strong><em>This study aims to analyze the implementation of the Zone of Proximal Development (ZPD) in inclusive education to improve the socialization skills of slow learners. A case study method was employed, using non-participant observation at a public elementary school in Yogyakarta, along with data collection through classroom observations, interviews with teachers and parents, and analysis of school documents. The results indicate that ZPD-based learning, facilitated by peer assistance, enhances slow learners' social interaction, communication skills, self-confidence, conflict resolution, and cooperation. However, challenges such as difficulties in identifying ZPD, limited resources, varying student abilities, and insufficient parental collaboration were identified. The study concludes that social interaction within the ZPD framework effectively supports the social development of slow learner, providing a foundation for designing more effective inclusive learning interventions.</em><em></em></p>
47
Aditya Wardana, Muhammad. "PENERAPAN SCAFFOLDING UNTUK MENGUATKAN PEMAHAMAN MATERI DALAM PEMBELAJARAN SEJARAH KELAS X SMAN 6 MALANG." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial 4, no. 7 (2024): 1. http://dx.doi.org/10.17977/um063v4i7p1.
Full textAbstract:
Penelitian ini bertujuan untuk mendeskripsikan bagaimana penerapan scaffolding pada zone of proximal development (ZPD) peserta didik dalam pembelajaran sejarah di kelas X SMAN 6 Malang serta bagaimana tahapan yang dapat dilakukan dalam menerapkan scaffolding dalam proses pembelajaran. Metode yang digunakan dalam penelitian ini yaitu pendekatan kualitatif dengan jenis fenomenologi. Pengumpulan data dilakukan dengan alamiah (natural setting) dan dokumentasi yang dilakukan oleh peneliti. Hasil penelitian menunjukkan bahwa terdapat tahapan yang harus dilakukan dalam menerapkan scaffolding dalam proses pembelajaran. Dengan menerapakan scaffolding pada ZPD peserta didik maka akan dapat menciptakan suasana kelas yang aman dan nyaman untuk belajar. Kondisi pembelajaran peserta didik dapat menjadi lebih menyenangkan, variative serta dapat menumbuhkan sikap saling tolonh-menolong antara satu sama lain
48
Jiang, Yujie, Yihan Wu, Xiyun Sha, and Yuchun Xu. "The ZPD Perspective on Teachers' Question-Answer Strategies In Mathematics Classroom." Highlights in Business, Economics and Management 4 (December 12, 2022): 292–98. http://dx.doi.org/10.54097/hbem.v4i.3506.
Full textAbstract:
As teaching methods continue to change, the ability of students to think and solve problems autonomously has become one of the main focuses of teaching, and therefore teachers' question answering strategies have become essential. Many researchers have raised the importance of the zone of proximal development theory in question answer strategies, but few have summarized the specific type of question-answer strategies need to be used in different scenarios. For this reason, this paper will research on teacher question-answer strategies in mathematics classrooms from the perspective of ZPD. A case study was conducted based on two videos of mathematics class, and qualitative analysis was conducted through conversation analysis transcript. Research shows that the selection of question-answer strategies is related to identifying the zone of proximal development of students. If students’ questions are in their ZPD, then teacher will allow learners to explore the solution on their own and will follow up by asking more questions to students. On the other hand, answers should be provided directly for removing meaningless barriers that restricts discovery. Having different question-answer strategies is to balance learners’ cost of learning in the discovery process. This will enhance students to be autonomous learners by reaching achievable learning goals at potential developmental levels.
49
Pyshkin, Evgeny. "Moving Beyond the Plateau with Computer-Assisted Pronunciation Mediation." International Journal of Information and Education Technology 14, no. 6 (2024): 890–97. http://dx.doi.org/10.18178/ijiet.2024.14.6.2115.
Full textAbstract:
This paper examines the plateau effect and the role of Computer-Assisted Pronunciation Training (CAPT) in enabling learners to move beyond the plateau. Specifically, the samples and empirical evidence for this study is provided by StudyIntonation, a top-down CAPT environment supporting visual display of phrasal intonation in the form of pitch graphs presented for both the model pitch of native speakers and attempts of learners. Utterances of model speakers are grouped by situational context, prosodic forms and mode of feedback. The system largely relies upon concepts of sociocultural theory, such as mediation through the zone of proximal development. With the help of an experimental group of high school students, we use mathematical models to pinpoint the Zone of Proximal Development (ZPD), allowing for delivery of tailored task classification based on syntax and discourse tags. Longitudinal pronunciation assessment supported by dynamic time warping and cross-recurrence quantification analysis is used to locate the ZPD, and provide personalized practice. Preliminary experiments for the current study demonstrate that this approach can help learners in overcoming the plateau effect experienced during the learning process. The reported new findings create further grounds for improving and targeting the CAPT system feedback to learners with respect to their individual achievements and differences in learning styles.
50
Zabitgil, Gülseren Ö. "INQUISITION AND CRITICALITY IN HIGHER EDUCATION: FROM VYGOTSKY INTO CLASSROOM PRACTICE." Online Journal of Quality in Higher Education 2, no. 1 (2015): 23–26. https://doi.org/10.5281/zenodo.4603350.
Full textAbstract:
Providing quality-education for adults has been a primary pillar of higher education. English Language Teaching (ELT) has similar concerns. ELT departments in universities aim to improve language skills of learners as well as improve learners’ critical thinking skills. Universities provide space for widening our knowledge base with theoretical and practical insights. For such an environment, we need curious minds ready to attain knowledge, question the given information and seek out alternative positions. Empirical experience in higher education as an adult educator and language practitioner showed that there are few such inquisitive learners as we hope to find in the regular university classrooms. This paper utilizes Vygotsky’s principles of zone of proximal development (ZPD) and scaffolding in Sociocultural Learning Theory (SCT). These concepts are utilized in order to instill critical thinking skills and stretch language proficiency of learners to higher levels of performance. Social approach to education assumes the mediating role of language in our everyday interactions with others. According to Sociocultural Theory (SCT) ‘‘human mental functioning is fundamentally a mediated process that is organized by cultural artifacts, activities, and concepts’’ (Ratner, 2002 cited in Lantolf & Thorne, 2006, p.197). Vygotsky’s key concepts such as Scaffolding, Zone of Actual Development (ZAP) and Zone of Proximal Development (ZPD) are utilized in this paper as an experimental study in order to stretch learners’ actual capacity to a higher level of performance.