zone-of-proximal-development
218882630
A Zone of Proximal Development Process in the Selective Disposal of Urban Solid Waste: Problem Solving with Two Assembled Materials
The zone of proximal development (ZPD) is a constructivist concept associated with learning processes involving the participation of a mediator or facilitator. In a previous study, our group developed an observation model that can be used to study learning processes of this type by measuring the fine skills involved in the selective disposal of Urban Solid Waste, a topic of environmental education involving numerous difficulties. We also developed an approach to evaluate the occurrence of a ZPD event using a mathematical problem solving example. Combining both proposals, we carried out a quasi experimental exercise in 2017, in which we tried to observe a zone of proximal development process in the resolution of two problems involving the selective disposal of Urban Solid Waste, one of them of very high difficulty and the other of moderate difficulty. The present work aims to show why selective disposal is a difficult and complicated environmental task. We worked with two groups of university students, a "control" group and a "quasi experimental" group, with forty members each. We were able to verify the occurrence of a ZPD process in some participants of the "quasi experimental" group.
Conrado Ruiz-Hernandez Alma D Lupercio-Lozano Thalia A Bernal-Gonzalez
219029576
Student teacher dialectic in the co creation of a zone of proximal development: an example from kindergarten mathematics
ABSTRACT This paper reports on a case study which explores the co creation of a zone of proximal development (ZPD) in a mathematics teaching learning activity in a Norwegian kindergarten. To capture the complexity of teaching and learning mathematics in kindergarten the study uses qualitative methods within an interpretative paradigm. The findings illustrate how a five year old girl and a kindergarten teacher co create a ZPD by expanding each other's action possibilities, and how the co creation is fundamentally based on mutual trust and responsibility. The results give insights into how mathematical learning possibilities may be promoted in kindergarten. The study illustrates the importance of being receptive to children's contributions and, above all, to trust children's abilities to take responsibility for moving mathematical teaching learning activities forward.
Svanhild Breive
229293745
The ages of zone of proximal development for retrospective time assessment and anticipation of time event
We aimed to investigate the ability of children aged 5 14 years old (preschoolers, primary schoolers, and preteens) to assess and anticipate time intervals. 287 Russian children aged 5 14 years old and 26 adults of control group participated in our study. The neuropsychological assessment, Wechsler Intelligence Scale for Children and a battery of time related tests were applied. All groups of children overestimated the event's duration, although the accuracy of the second estimations increased among the participants aged 6 8 years after a prompt was offered. A zone of proximal development for time anticipation task was detected for children aged 9 11 years, when the prompt could significantly improve the accuracy of time perception. The participants overestimated the duration of both upcoming and past events, with the degree of overestimation being found to be negatively correlated with age. Further, a higher degree of accuracy in terms of time estimation was found to be correlated with higher scores on the attention and memory tests, and accuracy of time anticipation was associated with scores of praxis test.
Galina V Portnova Anna B Rebreikina Olga Martynova
230526833
The Ages of Zone of Proximal Development for Retrospective Time Assessment and Anticipation of Time Event
We aimed to investigate the ability of children aged from 5 to 14 years old (preschoolers, primary schoolers, and preteens) to assess and anticipate time intervals. 287 Russian children aged from 5 to 14 years old and 26 adults of control group participated in our study. The neuropsychological assessment, Wechsler Intelligence Scale for Children and a battery of time related tests were applied. All groups of children overestimated the event duration, although the accuracy of the second estimations increased among the participants aged from 6 to 8 years after a prompt was offered. A zone of proximal development for time anticipation task was detected for children aged from 9 to 11 years, when the prompt could significantly improve the accuracy of time perception. The participants overestimated the duration of both upcoming and past events, with the degree of overestimation being found to be negatively correlated with age. Further, a higher degree of accuracy in terms of time estimation was found to be correlated with higher scores on the attention and memory tests, and accuracy of time anticipation was associated with scores of praxis test.
Galina V Portnova Anna B Rebreikina Olga Martynova
225137571
Ricoeur s triple mimesis and the zone of proximal development in the learning processes of interprofessional student teams
It has been reported that the temporal aspects of the zone of proximal development (ZPD) are underanalyzed. The aim of this article is to use the literary science concept of Paul Ricoeur's triple mimesis to elucidate unanalyzed aspects of the temporal living and learning processes of interprofessional teams in the ZPD. Both mimesis2 and ZPD are temporal constructs embedded in the present of time, and for both mimesis2 and ZPD, activity is created and carried by the actors. While the internal processes in ZPD have remained unanalyzed to date, Ricoeur provides emplotment with its procedural mechanisms for the activity in mimesis2. Being narrating beings, humans have an affinity for narrative emplotments that then structure the activities in the ZPD. Because mimesis2 is based on narrative time, the basic requirement for employing mimesis2 in ZPD is that the ZPD has a narrative base, which is probable when health students are the actors and the case they are working on is a patient.
Anders Baerheim
225055865
Considering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers' TPACK and Effective Use of Technology
This article examines Vygotsky's (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore's (1988) application of ZPD for teacher learning that can be used as a framework to develop teachers' and teacher candidates' Technological Pedagogical Content Knowledge (TPACK) We synthesize these ideas and provide vignettes from both teachers and teacher candidates that describe how ZPD can inform the way teachers' TPACK is developed. We argue that the stages of ZPD (Tharp Gallimore, 1988) provide a helpful framework for the development of teacher candidates' and in service teachers' TPACK through experiential learning opportunities that include the reflection of the intersection of technologies, pedagogies, and content knowledge. The implication of our paper includes a call for long term systematic examinations of strategies to support teachers and teacher candidate development of TPACK.
Drew Polly Erik Jon Byker
226743612
Zone of Proximal Development (ZPD) and Organization of Students Learning Activity
V stat'e rassmatrivaiutsia osobennosti organizatsii uchebnoi deiatel'nosti uchashchikhsia, napravlennoi na sozdanie zony blizhaishego razvitiia. V etom kontekste proanalizirovany vozmozhnosti teorii uchebnoi deiatel'nosti i praktiki razvivaiushchego obucheniia (D.B. El'konin, V.V. Davydov) pokazany dostizheniia etogo podkhoda i vydeleny problemnye oblasti s tochki zreniia sootnosheniia zhiteiskikh i nauchnykh poniatii. Podrobno rekonstruirovan nauchnyi diskurs mezhdu nauchnymi pozitsiiami storonnikov sistemy <Razvivaiushchego obucheniia> i <Shkoly dialoga kul'tur> pokazana aktual'nost' etogo diskursa s tochki zreniia sovremennykh vyzovov pered obrazovaniem. Pokazany inye vozmozhnye podkhody k resheniiu zadachi formirovaniia nauchnogo myshleniia i organizatsii kvaziissledovaniia uchashchikhsia v rabotakh M. Hedegaard i E. Etkina.
A A Margolis
226442863
STUDYING THE ZONE OF PROXIMAL DEVELOPMENT IN PRESCHOOL CHILDREN BY THE OBSERVATION METHOD
G A Starodubtseva
230597753
Using cooperative learning as scaffold to develop Grade 10 Life Sciences learners' self directed learning skills within their zone of proximal development
Monica de Lange Neal T Petersen Betty Breed
226760683
Zone of Proximal Development, Scaffolding and Teaching Practice
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.
A A Margolis