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Artigos de revistas sobre o tema "Adaption to the zone of proximal development"

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Autor: Grafiati

Publicado: 23 de junho de 2021

Última modificação: 3 de fevereiro de 2022

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1

De Marsico, Maria, Andrea Sterbini e Marco Temperini. "A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development". International Journal of Distance Education Technologies 11, n.º 3 (julho de 2013): 12–31. http://dx.doi.org/10.4018/jdet.2013070102.

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The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities.

2

Synekop, Oksana. "DIFFERENTIATED INSTRUCTION OF ENGLISH PROFESSIONAL COMMUNICATION TO THE FUTURE IT SPECIALISTS: TYPES AND FORMS OF ASSESSMENT". Pedagogical Process: Theory and Practice, n.º 1-2 (2019): 60–69. http://dx.doi.org/10.28925/2078-1687.2019.1-2.6069.

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In the article the features of the assessment in differentiated instruction of English professional communication to the future IT specialists with different levels of foreign language proficiency and various learning styles are considered. Types and forms of control in differentiated instruction are characterized. Receptive, reproductive and productive ways of control are highlighted. The described two-stage model of assessment with partial involvement of adaptive testing includes: enter testing, which allows teachers differentiate students according to the levels of foreign language proficiency and learning styles; progressive adaptive testing, which is implemented in the zone of proximal development, helps to identify individual and group achievement points and needs to optimize test materials to meet students’ current needs; the final testing, which defines the level of foreign language proficiency at the end of the course. It is proposed to implement progressive adaptive testing by using mechanisms of adaptation, expansion and complication, improvement. Adaptive mechanism involves the effect of adapting to individual characteristics, based on the level of foreign language proficiency in the enter testing and a dominant learning style. The mechanism of expansion and complication aims at shifting the emphasis in the learning style of the students (not dominant learning styles), increasing the complexity of tasks for students providing them by various supports. The mechanism of improvement is focused on variations of learning styles, the development of English-language skills, as well as the wide usage of assessment strategies. The criteria for the complexity of the test task are analysed.

3

Tilkhonova, K. A. "Learning to Read in Primary School Children with ASD and Intellectual Disabilities at the «Reading and Speech Development» Class". Autism and Developmental Disorders 16, n.º 2 (2018): 38–41. http://dx.doi.org/10.17759/autdd.2018160205.

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Children with autism and intellectual disabilities are able to master the reading skill in the conditions of systematic prolonged and adaptive learning. A teacher who realizes present task is important to know and take into account not only actual, but also potential mental abilities of the student. It is important for the teacher to apply new techniques of correctional pedagogy in his work, supplementing them with classical evidencedbased and reliable ones with the reliance on the zone of proximal development and on the principles of special pedagogy, in particular: developing education, accessibility, visibility, systemic and individuality. It is important for a teacher to remember that he is not only teaches, but also forming the personality of the child as a whole. The experience of teaching children with autism spectrum disorders and moderate intellectual disabilities to read who are educating in the school of the Federal Resource Center for Organization of Comprehensive Support to Children with Autism Spectrum Disorders is described.

4

Navarro, Juan-José, e Catalina V. Mourgues-Codern. "Dynamic Assessment and Computerized Adaptive Tests in Reading Processes". Journal of Cognitive Education and Psychology 17, n.º 1 (dezembro de 2018): 70–96. http://dx.doi.org/10.1891/1945-8959.17.1.70.

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The development of novel educational assessment models founded on item response theory (IRT), as well as software tools designed to implement these models, has contributed to the surge in computerized adaptive tests (CATs). The distinguishing characteristic of CATs is that the sequence of items on a test progressively adapts to the performance levels of students as they are taking it. An important advantage of CATs is that they can reduce the duration of the assessment by automatically excluding in real time those items that are either too easy or too hard for a student’s capabilities. Furthermore, a CAT can provide real-time feedback to students based on their ongoing performance on the test. More recently, dynamic CATs have emerged that include special features (e.g., graduated prompts, pretest and posttest assessment items, cognitive scaffolding items) to assess the proximal development zone of the students. This allows test administrators to obtain information about the kind and level of mediation required by the students to reach their optimal performance. The following article presents some initial results from the experimental application of a computerized adaptive dynamic assessment battery of reading processes in a sample of Spanish-speaking elementary school students. Specifically, the aim was to analyze the effect of the graduated prompts implemented in a syntactic awareness test on the results obtained. In addition, preliminary results regarding the predictive and incremental validity of dynamic scores on reading competence are presented and discussed.

5

Bozhovich, E. D. "Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 48–69. http://dx.doi.org/10.2753/rpo1061-0405470603.

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6

Grobecker, Betsey. "Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation". Learning Disability Quarterly 19, n.º 3 (agosto de 1996): 179–200. http://dx.doi.org/10.2307/1511060.

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The paradigm for defining learning disabilities has evolved in relation to information-processing constructs of learning and intelligence. Assumptions regarding the nature of knowledge acquisition as well as assessment and remedial techniques that are derived from such a paradigm are currently being challenged. This article argues that learning differences can be best understood, and attended to, in relation to the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Knowledge is conceived of as being embedded in, and subordinated to, a spiral of mental structuring activity that guides relational thinking or logic. Symbols (i.e., language, numbers, and images) are tools that exercise mental structuring activity for the purpose of transforming and enriching individual learning spirals by coordinating and integrating its energy form. Reciprocally, greater depth and flexibility in knowledge bases evolve, which serve to transform persons and their cultures. It is in these spirals of mental structuring activity that learning differences are proposed to manifest themselves. Such a perspective shifts the focus of assessment and remediation away from specific skill development that attends to standard answers and ways of solving problems to an examination of the adaptive, transforming thinking activity (mental constructs) generated to solve for answers. By making contact with and guiding individually constructed realities through techniques such as graded learning loops in the zone of proximal development, learning behaviors become more adaptable and generalizable.

7

Obukhova, L. F., e I. A. Korepanova. "The Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 25–47. http://dx.doi.org/10.2753/rpo1061-0405470602.

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Zaretskii, V. K. "The Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 70–93. http://dx.doi.org/10.2753/rpo1061-0405470604.

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Isaakian, Oksana, e Marina Lukyanenko. "Research on the social identity of adolescents with deviant behavior". E3S Web of Conferences 210 (2020): 19025. http://dx.doi.org/10.1051/e3sconf/202021019025.

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Introduction. The difficultly predictable socio-economic and socio-moral difficulties of modern society at the stage in the development of our society have exacerbated the problem of upbringing and formation of adolescents, which negatively affects the process of their adaptation and socialization. This issue is addressed at different levels: legal, medical, psychological, social. Theoretical justification In adolescence, identity goes through a phase of formation, being in the zone of proximal mental development. Identity and identification are important characteristics of self-awareness. Timely identification of identification disorders makes it possible to detect deviations in the formation of identity in adolescents, which is extremely important both for diagnosing the personality of adolescents with deviant behavior and for their correction. Results. The problem of the formation of the social identity of adolescents with deviant behavior puts before the authors of the article the need to search for directed and indirect technologies for working with adolescents, taking into account the characteristics of their personality. The authors proved the difference in the social identity of adolescents with normalized behavior and adolescents with deviant behavior and identified the features of the social identity of adolescents with deviant behavior, having received a qualitative assessment after using diagnostic methods and analysis of the data obtained. The discussion of the results. The analysis of psychological and pedagogical technologies for the formation of the social identity of adolescents with deviant behavior has shown the possibility of using patterns of successful, socially approved behavior for various aspects of adolescent life.

10

Shen, Chengchun, e Aili Qi. "An Adaptive Learning Mode of “Public Psychology” Based on Creative Thinking with Virtual Simulation Technology". International Journal of Emerging Technologies in Learning (iJET) 15, n.º 23 (11 de dezembro de 2020): 131. http://dx.doi.org/10.3991/ijet.v15i23.18957.

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Due to the outbreak of COVID-19, the teaching of psychology in college has become especially important, posting higher requirements on the teaching content and purpose of the course of psychology. Nowadays, the traditional course of public psychology in college only focuses on the prevention and correction of psychological problems among college students, but educators ignore the importance of teaching students to understand psychological problems through relevant courses, making it impossible to achieve the expected effect of mental health education for students. Colleges should apply the notion of positive mental health education in the course of public psychology designed for college students. Students can better adapt to the society only when they have sound mental quality. According to requirement of “the zone of proximal development” a conceptual framework of the course was established in this study based on adaptation theory in which students are encouraged to think independently, as required by and an autonomous learning situation was created for students with psychological problems. At the same time, the education and teaching programming software named Scratch was adopted and integrated in the virtual simulated experimental teaching system of psychology. The integrated teaching system included the management of psychological teaching software, the monitoring of psychological experimental process, the query and analysis of psychological experimental data and the management of academic experimental resources, forming an integrated teaching environment with adaptive learning functions. In the end, the ant colony algorithm was used to mine a learning mode that is commensurate with the learner’s knowledge level, meets the learner’s resource preferences and satisfies the learner’s needs for learning activities, and this learning mode was identified as the best application mode for the learning of public psychology. It was revealed in practice that the adaptive learning mode of psychology based on virtual simulation technology can improve students’ learning initiative for the course of public psychology and increase their independent innovation ability.

11

Warford, Mark K. "The zone of proximal teacher development". Teaching and Teacher Education 27, n.º 2 (fevereiro de 2011): 252–58. http://dx.doi.org/10.1016/j.tate.2010.08.008.

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Kholmogorova, A. B., A. I. Sergienko e A. A. Gerasimova. "Attitude to Support the Child's Subjective Position and Posttraumatic Growth in Parents of Children with Disabilities". Cultural-Historical Psychology 16, n.º 1 (2020): 13–24. http://dx.doi.org/10.17759/chp.2020160102.

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The paper considers the birth of a child with disability as a crisis and traumatic situation for parents. It focuses on the importance of cooperative orientation in the upbringing process, both for the child’s mental health and social adaptation and for overcoming the crisis and making post-traumatic personal growth in the parents possible. We present results of the validation of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire aimed at identifying the parent’s attitude to recognise and support the child’s independence and constructive initiative in various activities and provide him with the necessary assistance in his zone of proximal development. The factor structure was tested on a sample of 201 subjects (mothers of children with mental disabilities) aged 25 to 50 years (average age 39.6 years) by means of confirmatory factor analysis. As a result, a version that included one scale of 12 points was substantiated (Cronbach alpha 0.8). Converged validity was assessed on a sample of 107 subjects (mothers of children with disabilities) using the Posttraumatic Growth Inventory by R. Tedeschi and L. Calhoun in the adaptation by M.Sh. Magomed-Eminova and the World Assumptions Scale by R. Janoff-Bulman in the adaptation of O.A. Kravtsova. A positive relationship was found between the indicators of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire and the indicators of the Posttraumatic Growth Inventory, as well as with the basic assumptions concerning the benevolence of the world, self worth and the ability to handle emerging problems. It was also revealed that more emotionally stable parents (with low scores on the Beck Depression Inventory) support their child's subjective position more frequently. The findings are illustrated by excerpts from structural interviews with mothers of children with disabilities.

13

Junefelt, Karin. "The Zone of Proximal Development and Communicative Development". Nordic Journal of Linguistics 13, n.º 2 (dezembro de 1990): 135–48. http://dx.doi.org/10.1017/s0332586500002201.

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This article deals with extensions of Vygotsky's (1978) theory of learning in the zone of proximal development. First, affect is added as an additional prerequisite Wertsch's (1979) extended version of it. Then, learning in the zone of proximal development is applied to communicative development. Finally, four main levels in the development from interindividual to intraindividual functioning of communication in the child are distinguished and exemplified.

14

Gehlot, Lalit. "Cognitive Development by Zone of Proximal Development (ZPD)". Journal of Education Culture and Society 12, n.º 2 (25 de setembro de 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.

15

Stanley, Nile V. "Gifted and the “Zone of Proximal Development”". Gifted Education International 9, n.º 2 (setembro de 1993): 78–80. http://dx.doi.org/10.1177/026142949300900203.

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Identification of the gifted student is problematic. Prescription, the matching of student needs with program services, is perhaps even more precarious. To optimize potential and maximize achievement, diagnosis and instruction should be linked, on going, and based on state-of-the-art knowledge. Despite a burgeoning paradigm shift in the theory and practice of assessment in general, identification procedures for the gifted remain little changed. The bulk of the literature still recommends standardized, “product” measures of potential and achievement. Although status-quo recommendations include the use of multiple criteria, teacher judgment, and attention to cultural differences, scant endorsement is made for “process” measures. Dynamic assessment, based upon the Soviet psychologist Vygotsky's concept of the zone of proximal development (ZOPD), which measures the difference between what a learner can do alone and with appropriate guidance, has gained increased attention and suggests modification in the way the gifted are identified. This paper expounds upon the application of the dynamic assessment procedure (OAP) for the identification and instruction of the gifted. Pedagogical implications and conflicts to be resolved are also addressed.

16

Silalahi, Rentauli Mariah. "UNDERSTANDING VYGOTSKY’S ZONE OF PROXIMAL DEVELOPMENT FOR LEARNING". Polyglot: Jurnal Ilmiah 15, n.º 2 (24 de agosto de 2019): 169. http://dx.doi.org/10.19166/pji.v15i2.1544.

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<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>

17

Margolis, A. A. "Zone of Proximal Development, Scaffolding and Teaching Practice". Cultural-Historical Psychology 16, n.º 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.

18

Ohta, Amy Snyder. "Interlanguage pragmatics in the zone of proximal development". System 33, n.º 3 (setembro de 2005): 503–17. http://dx.doi.org/10.1016/j.system.2005.06.001.

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Steward, Elizabeth Patrick. "Beginning Writers in the Zone of Proximal Development". College Composition and Communication 47, n.º 3 (outubro de 1996): 443. http://dx.doi.org/10.2307/358318.

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Roth, Wolff-Michael, e Luis Radford. "Re/thinking the Zone of Proximal Development (Symmetrically)". Mind, Culture, and Activity 17, n.º 4 (13 de outubro de 2010): 299–307. http://dx.doi.org/10.1080/10749031003775038.

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Hasse, Cathrine. "Institutional Creativity: The Relational Zone of Proximal Development". Culture & Psychology 7, n.º 2 (junho de 2001): 199–221. http://dx.doi.org/10.1177/1354067x0172005.

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Tappan, Mark B. "Moral Education in the Zone of Proximal Development". Journal of Moral Education 27, n.º 2 (junho de 1998): 141–60. http://dx.doi.org/10.1080/0305724980270202.

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Wilson, Arnold, e Lissa Weinstein. "The Transference and the Zone of Proximal Development". Journal of the American Psychoanalytic Association 44, n.º 1 (fevereiro de 1996): 167–200. http://dx.doi.org/10.1177/000306519604400108.

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Abtahi, Yasmine. "Pupils, tools and the Zone of Proximal Development". Research in Mathematics Education 20, n.º 1 (6 de dezembro de 2017): 1–13. http://dx.doi.org/10.1080/14794802.2017.1390691.

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Bondarenko, Y. "LITERATURE EDUCATION IN THE "ZONE OF PROXIMAL DEVELOPMENT"". Research Notes, n.º 3 (6 de novembro de 2020): 27–36. http://dx.doi.org/10.31654/2663-4902-2020-pp-3-27-36.

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Flerova, E. A., A. A. Morozov, A. A. Bogdanova, D. V. Chupov, G. M. Ustiuzhinskii e V. V. Yurchenko. "Morphological and physiological traits of the mesonephros in a freshwater fish, grayling Thymallus thymallus". Regulatory Mechanisms in Biosystems 10, n.º 1 (25 de fevereiro de 2019): 9–15. http://dx.doi.org/10.15421/021902.

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The study presents new data on the structural and functional organization of the mesonephros of the grayling Thymallus thymallus (Linnaeus, 1758). Adult grayling were sampled in the middle course of the Unya River, a tributary of the Pechora River (Komi Republic, Russia). The mesonephros of the grayling, as of other freshwater fishes, is composed by nephrons, blood vessels and hematopoietic tissue forming the renal interstice. In the interstice, сells with a radial vesicle array and chloride cells were discovered; the latter were mostly localized near the renal tubules. The degree of the interstice development in the mesonephros of the grayling was determined. New data on the ultrastructure of leukocytes, cells with a radial vesicle array, chloride cells, and nephron segments were obtained. A lack of mesangial cells, a small number of podocytes, and a thin basement membrane were observed on the sections of a renal corpuscle, being characteristic features of the ultrathin organization of the mesonephros in freshwater members of Salmoniformes and Esociformes. In the grayling’s nephrons, no neck segment was found, which was reported earlier for several species, including mammals. On the sections of proximal tubules, the ciliated cells were rare, and large amounts of the tubular-vesicular network in the zone of endocytosis of the type II epithelial cells were observed. On the sections of distal tubules, short blade-shaped cytoplasmic processes, with large numbers of invaginations of cytoplasmic membrane, were found. On the basis of the distinctive ultrastructure features mentioned above, the inference that grayling show the cytological markers of adaptation to euryhalinity was made. Thus, the results contribute to the knowledge of mesonephros development in fishes during their life history. From the species protection standpoint, our study provides baseline data on a WBC differential in the mesonephros as well as superoxide dismutase, catalase, glutathione S-transferase, and ethoxyresorufin-O-deethylase activities, which can be used in further studies addressing the health status of grayling populations.

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Samonenko, Yuri A., Olga A. Zhiltsova e Ilya Yu Samonenko. "Ergatic model of the zone of proximal development. Design and development". National Psychological Journal, n.º 3 (2017): 82–91. http://dx.doi.org/10.11621/npj.2017.0310.

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van Compernolle, Rémi A., e Celeste Kinginger. "Promoting metapragmatic development through assessment in the zone of proximal development". Language Teaching Research 17, n.º 3 (6 de maio de 2013): 282–302. http://dx.doi.org/10.1177/1362168813482917.

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Adair-Hauck, Bonnie, e Richard Donato. "Foreign Language Explanations Within the Zone of Proximal Development". Canadian Modern Language Review 50, n.º 3 (abril de 1994): 532–57. http://dx.doi.org/10.3138/cmlr.50.3.532.

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Kantar, Lina D., Sawsan Ezzeddine e Ursula Rizk. "Rethinking clinical instruction through the zone of proximal development". Nurse Education Today 95 (dezembro de 2020): 104595. http://dx.doi.org/10.1016/j.nedt.2020.104595.

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Allal, Linda, e Greta Pelgrims Ducrey. "Assessment of—or in—the zone of proximal development". Learning and Instruction 10, n.º 2 (abril de 2000): 137–52. http://dx.doi.org/10.1016/s0959-4752(99)00025-0.

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Clapper, Timothy C. "Cooperative-Based Learning and the Zone of Proximal Development". Simulation & Gaming 46, n.º 2 (23 de março de 2015): 148–58. http://dx.doi.org/10.1177/1046878115569044.

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Moll, Luis C. "Vygotsky's zone of proximal development: Rethinking its instructional implications". Infancia y Aprendizaje 13, n.º 51-52 (janeiro de 1990): 157–68. http://dx.doi.org/10.1080/02103702.1990.10822276.

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Wass, Rob, Tony Harland e Alison Mercer. "Scaffolding critical thinking in the zone of proximal development". Higher Education Research & Development 30, n.º 3 (junho de 2011): 317–28. http://dx.doi.org/10.1080/07294360.2010.489237.

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Zaretsky, V. K. "One More Time on the Zone of Proximal Development". Cultural-Historical Psychology 17, n.º 2 (2021): 37–49. http://dx.doi.org/10.17759/chp.2021170204.

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Resumo:

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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Ash, Doris, e Karen Levitt. "Working within the Zone of Proximal Development: Formative Assessment as Professional Development". Journal of Science Teacher Education 14, n.º 1 (fevereiro de 2003): 23–48. http://dx.doi.org/10.1023/a:1022999406564.

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Zuckerman, Galina. "Child-Adult Interaction That Creates a Zone of Proximal Development". Journal of Russian & East European Psychology 45, n.º 3 (junho de 2007): 43–69. http://dx.doi.org/10.2753/rpo1061-0405450302.

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Kravtsova, E. E. "The Cultural-Historical Foundations of the Zone of Proximal Development". Journal of Russian & East European Psychology 47, n.º 6 (novembro de 2009): 9–24. http://dx.doi.org/10.2753/rpo1061-0405470601.

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Jacobs, Brendan, e Adam Usher. "Proximity as a Window into the Zone of Proximal Development". Literacy Information and Computer Education Journal 9, n.º 1 (30 de março de 2018): 2856–63. http://dx.doi.org/10.20533/licej.2040.2589.2018.0376.

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Siyepu, Sibawu. "The zone of proximal development in the learning of mathematics". South African Journal of Education 33, n.º 2 (6 de maio de 2013): 1–13. http://dx.doi.org/10.15700/saje.v33n2a714.

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Macy, Leonora. "Bridging Pedagogies: Drama, Multiliteracies, and the Zone of Proximal Development". Educational Forum 80, n.º 3 (23 de maio de 2016): 310–23. http://dx.doi.org/10.1080/00131725.2016.1173750.

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Wass, Rob, e Clinton Golding. "Sharpening a tool for teaching: the zone of proximal development". Teaching in Higher Education 19, n.º 6 (28 de março de 2014): 671–84. http://dx.doi.org/10.1080/13562517.2014.901958.

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Jones, M. Gail, Melissa J. Rua e Glenda Carter. "Science teachers' conceptual growth within Vygotsky's zone of proximal development". Journal of Research in Science Teaching 35, n.º 9 (novembro de 1998): 967–85. http://dx.doi.org/10.1002/(sici)1098-2736(199811)35:9<967::aid-tea2>3.0.co;2-r.

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Luckin, Rosemary, e Benedict du Boulay. "Reflections on the Ecolab and the Zone of Proximal Development". International Journal of Artificial Intelligence in Education 26, n.º 1 (17 de novembro de 2015): 416–30. http://dx.doi.org/10.1007/s40593-015-0072-x.

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van Compernolle, Remi A., e Lawrence Williams. "Promoting sociolinguistic competence in the classroom zone of proximal development". Language Teaching Research 16, n.º 1 (12 de dezembro de 2011): 39–60. http://dx.doi.org/10.1177/1362168811423340.

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Park, Eun. "Mediational Feedback within zone of Proximal Development in EFL Writing". Korean Journal of Teacher Education 29, n.º 1 (30 de janeiro de 2013): 35–51. http://dx.doi.org/10.14333/kjte.2013.29.1.35.

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Cheyne, J. Allan, e Donato Tarulli. "Dialogue, Difference and Voice in the Zone of Proximal Development". Theory & Psychology 9, n.º 1 (fevereiro de 1999): 5–28. http://dx.doi.org/10.1177/0959354399091001.

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Crook, Charles. "Computers in the zone of proximal development: Implications for evaluation". Computers & Education 17, n.º 1 (janeiro de 1991): 81–91. http://dx.doi.org/10.1016/0360-1315(91)90075-3.

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Danish, Joshua, Asmalina Saleh, Alejandro Andrade e Branden Bryan. "Observing complex systems thinking in the zone of proximal development". Instructional Science 45, n.º 1 (8 de setembro de 2016): 5–24. http://dx.doi.org/10.1007/s11251-016-9391-z.

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Yanulis, Mary Anne. "Review of children's learning in the “zone of proximal development”". New Ideas in Psychology 4, n.º 1 (janeiro de 1986): 135–39. http://dx.doi.org/10.1016/0732-118x(86)90067-x.

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