The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories

Eun, Barohny

doi:10.1080/00131857.2017.1421941

Cited by 89 publications

(70 citation statements)

References 27 publications

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“…Views of social constructivists propose that knowledge construction is socially oriented (Ndlovu 2013;Weinberger et al 2005). These views of social constructivism are supported by Vygotsky (1978) who claims that the difference between learners who are not of the same age intellectually is related to the Zone of Proximal Development (ZPD), which is important for socially constructing knowledge (Eun 2017). The ZPD refers to what learners can do without assistance and what learners may achieve with the support and guidance of a more knowledgeable other (e.g.…”

Section: Exploring Notions Of Social Constructivismmentioning

confidence: 99%

“…Furthermore, the introduction of technology into the lessons created a feeling of confidence arising from an appreciation of learners' ability to remember what they have learned. The learners also felt that the use of the technology-based tool scaffolded (Eun 2017) their learning of fractions. These sentiments are reflected in the following transcript excerpts:…”

Section: The Use Of Technology-based Tools Inspired An Encouraging Atmosphere For Learning Fractionsmentioning

confidence: 99%

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Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

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The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews.Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics. Conclusion:The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.

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Section: Exploring Notions Of Social Constructivismmentioning

confidence: 99%

Section: The Use Of Technology-based Tools Inspired An Encouraging Atmosphere For Learning Fractionsmentioning

confidence: 99%

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

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“…In contrast stimulating and supportive early experiences that require movement variation and generalisation through 'trial and error' exploration, is associated with better motor and cognitive development (Hadders-Algra, 2018), a larger cerebellum, and arguably a broader repertoire of predictive adaptive responses (again fitting with the Variation and Selective Retention idea proposed above). This is in effect the Vygotsky 'zone of proximal development concept (Eun, 2017). It is also conceptually similar to Fredrickson's 'broaden and build' model of positive emotions (Fredrickson, 2004).…”

Section: Part 3: Synthesismentioning

confidence: 64%

From general factors to response generalisation: the importance of the cerebellum for mental health and social effectiveness

Walsh¹

2020

Preprint

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Various psychometric general factor models exist to describe a diverse range of human psychological traits e.g. general factors of intelligence, personality and psychopathology. Historically, these latent traits have been viewed and studied as distinct constructs. However, accumulating evidence demonstrates empirical overlap, and conceptual proposals have been made arguing that collectively these traits form a marker of general social effectiveness. Here I argue that the cerebellum has an important, and previously neglected role in supporting diverse general factor psychological traits that enable such social effectiveness. In this conceptual article, I review evidence derived largely from neuroimaging studies, that these general traits (intelligence, personality, psychopathology and others) share overlapping neural correlates, and potentially shared underlying computations in the cerebellum. This is important as the cerebellum has an integrative role in skilled behaviour and psychological flexibility by enabling cognitive, affective and behavioural generalisation and adaptation across diverse environmental contexts. This article also discusses the importance of the cerebellum for understanding general factor development, given the early maturational timing of the cerebellum, and high sensitivity to early environmental influence. Finally, I propose a cerebellar role within the Hierarchical Taxonomy of Psychopathology (HiToP); an important framework for understanding of the latent transdiagnostic structure of psychopathology. If correct, consideration of the cerebellum can facilitate integration of psychometric and translational neuroscience perspectives to provide a broader and unified biopsychosocial understanding of psychological, and specifically mental health phenomena.

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“…The learning will be more effective if the teacher could help to develop the students' cognitive structure for their independent learning someday [10]. Vygotskian suggested that instructors should effectively cope with each student's zona of proximal development (ZPD) through scaffolding [17].…”

Section: Introductionmentioning

confidence: 99%

“…Numerical: Jurnal Matematika dan Pendidikan Matematika, 4(1), Juni 2020,[13][14][15][16][17][18][19][20][21][22] …”

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Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level

Kusmaryono

Gufron

Rusdiantoro³

2020

Numerical: J.Mat and Pend.Mat

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This study is a mixture of quantitative and qualitative with sequential explanatory designs. The study aims to (1) analyze the improvement of student achievement in learning after scaffolding, (2) evaluate the level of students 'mathematics anxiety, and (3) describe the role of scaffolding in changing students' perceptions of mathematics anxiety in classroom learning. Sampling through random sampling techniques obtained by students of class X-IPA-1 and X-IPA-2 in SMA Negeri 6 Semarang. Quantitative data analysis uses statistical test techniques: normality test, paired sample t-test, and N-gain test. Qualitative data analysis through interactive methods namely data collection, data reduction, data presentation, and drawing conclusions. Data validation techniques through the source and method triangulation. The results showed that (1) there was an increase in student learning achievement after the application of the scaffolding strategy by 33.0% to 34.5%; (2) there was a decrease in the level of mathematics anxiety in students by 90.4%; (3) through scaffolding, students succeed in reflecting and correcting mistakes in solving previous problems. This means scaffolding can be an effective strategy to help students move across different Zones of Proximal Development (ZPD). The scaffolding strategy has also created a positive classroom environment that encourages students to learn mathematics without fear.

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The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories

Cited by 89 publications

References 27 publications

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

From general factors to response generalisation: the importance of the cerebellum for mental health and social effectiveness

Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level

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