Mind in society: The development of higher psychological processes
... The findings revealed that while these tools were essential to sustain students' learning outside classroom walls, they could not replace nor compare to in-class face-to face interaction. These results are consistent with the broader research on the limitations of digital learning, which emphasizes the importance of human interaction, immediate feedback, and guided instruction-elements that are difficult to achieve through online platforms (Vygotsky, 1978). ...
... These results align with the argument that while digital tools can support learning, they cannot fully replicate the dynamics of face-to-face education (Dumont et al., 2010). This sentiment is consistent with the broader research on the limitations of digital learning, which emphasizes the importance of human interaction, immediate feedback, and guided instruction-elements that are difficult to achieve through online platforms (Vygotsky, 1978). The findings from the questionnaire underscore the importance of in-class learning in providing an environment that digital tools cannot replicate. ...
... While digital tools may offer opportunities for self-paced learning, they lack the capacity to engage students emotionally, address diverse learning needs, and provide guidance in the same way teachers can in a classroom setting (Dumont et al., 2010). Teachers also offer scaffolding, where they provide support that is tailored to students' current levels of understanding, gradually reducing this support as students become more proficient (Vygotsky, 1978). ...
This research explores students' learning experiences using digital tools during teachers strikes focusing on their ability to maintain interest in learning and manage their educational goals independently. A survey involving 82 Baccalaureate students, expected to sit for either a Regional or a National exam at the end of the 2023-2024 school year, was conducted to examine students' satisfaction concerning using digital tools during Moroccan teachers' strikes along with the challenges and impact on learning outcomes. The findings revealed that while these tools were essential to sustain students' learning outside classroom walls, they could not replace nor compare to in-class face-to face interaction. These results are consistent with the broader research on the limitations of digital learning, which emphasizes the importance of human interaction, immediate feedback, and guided instruction-elements that are difficult to achieve through online platforms (Vygotsky, 1978).
... Sociocultural theory, as proposed by Vygotsky (1978), emphasized the importance of social context and interaction in the process of learning. By focusing on the social aspects of learning, this theory helped to understand the collective and individual processes involved in adopting new educational practices. ...
... Through the lens of sociocultural theory (Vygotsky, 1978), our study's findings emphasized the significant impact of the social and cultural context of Vietnamese education on the adoption of new teaching methodologies. This perspective was somewhat underexplored in the existing literature, which often focused more on the technical or resource-based challenges of integrating corpus linguistics (e.g., Zhao & Fan, 2018). ...
... While the theory has been used to understand the role of authentic language contexts in learning, our study provided empirical evidence from Vietnam, highlighting how exposure to real-life language usage through corpus linguistics enhanced language proficiency. This aligned with Vygotsky's (1978) emphasis on the importance of interaction with the authentic language environment in the learning process but was contextualized within the specific Vietnamese educational setting. ...
Objective: Our qualitative study investigated the integration of corpus linguistics in English education research among Vietnamese scholars, focusing on the experiences and perceptions across different career stages. Methods: Employing semi-structured interviews, we engaged nine linguistics scholars, including novices as well as those at mid-career and near-end career stages, from two prominent Vietnamese institutions. Results: Thematic analysis revealed three key themes: (1) challenges in incorporating corpus linguistics into teaching practices, (2) perceived benefits in enhancing language proficiency, and (3) the importance of institutional support for corpus linguistics research. The findings indicated that despite recognizing the pedagogical benefits of corpus linguistics, scholars across all career stages face significant challenges in its practical application, mainly due to a mismatch between traditional teaching methods and innovative corpus approaches. Our study highlighted the universal acknowledgment of the effectiveness of corpus linguistics in fostering students’ understanding of real-world language usage, suggesting potential for curriculum enhancement. However, the effectiveness of its integration was contingent on substantial institutional support, especially for novice researchers who require more resources and training. Conclusions and Implications: Our research contributed to the understanding of how corpus linguistics is being adopted in non-native English-speaking contexts, particularly in Vietnam. It underscored the need for professional development and institutional support to bridge the gap between theoretical knowledge and practical application. Our study’s implications extended to similar educational settings, offering guidance for integrating innovative methodologies into language education.
... By personalising suggestions and encouraging creativity, Poe helps students remain immersed in their tasks, transforming potentially tedious exercises into enjoyable challenges. Such engagement aligns with Vygotsky's (1978) sociocultural theory, which emphasises the importance of interactive tools in scaffolding learning and sustaining student motivation. Research corroborates these findings, showing that AIbased interventions significantly enhance learner engagement and creativity in writing (Lai & Murray, 2022;Zheng et al., 2024). ...
... By providing real-time feedback and engaging suggestions, Poe transforms the writing process into an interactive experience. This aligns with Vygotsky's (1978) social constructivist theory, which emphasises the importance of interactive and collaborative learning environments. The student's increased enthusiasm can be attributed to the immediate and personalised support provided by Poe, which makes writing tasks more enjoyable and less daunting. ...
... This excerpt underlines the importance of real-time, context-sensitive feedback in sustaining students' motivation during challenging tasks. By breaking down complex problems into manageable steps, Gemini aligns with Vygotsky's (1978) zone of proximal development, which posits that learners benefit most from tasks slightly beyond their current capabilities when supported by appropriate scaffolding. Research by and Zheng et al. (2024) highlights the motivational effects of AI-powered learning tools that provide immediate and constructive feedback. ...
The integration of AI‐based platforms, such as Poe and Gemini, into language instruction has garnered increasing attention for their potential to enhance writing skills. Despite this interest, little is known about their effects on EFL learners' positive emotions (PEs), academic self‐efficacy and boredom in writing. Addressing this gap, the present study investigated the effectiveness of Poe and Gemini in developing writing skills and explored their impact on learners' PEs, academic self‐efficacy and boredom among learners at the upper‐intermediate level. For this purpose, a total of 519 Japanese upper‐intermediate EFL learners were randomly assigned to three groups: (1) Poe‐assisted writing instruction; (2) Gemini‐assisted writing instruction; and (3) a control group (CG) receiving traditional instruction. The study employed a mixed‐methods design, incorporating both quantitative and qualitative data collection. Writing development was assessed through pre‐ and post‐tests, while learners' emotions, boredom and academic self‐efficacy were measured using validated scales. Additionally, qualitative data were gathered through interviews and analysed using coding and thematic analysis to understand learners' attitudes and perceptions. Quantitative data were analysed using ANOVA and MANOVA to compare the outcomes across the three groups. The findings revealed that both Poe and Gemini significantly improved learners' writing skills compared to the CG, with no substantial differences in effectiveness between the two platforms. Participants in the Poe and Gemini groups reported heightened PEs and increased academic self‐efficacy, alongside reduced boredom during writing tasks. The qualitative findings corroborated these results, highlighting the platforms' role in fostering greater enthusiasm, engagement, autonomy and motivation in English language learning. The study concludes by offering a range of implications for different stakeholders.
... Dynamic assessment rests on the premises of Sociocultural Theory (SCT), developed by Vygotsky (1978). SCT aims to explain the human's mind, the social context, and the links between them (Lantolf, 2000;Lantolf & Poehner, 2014). ...
... One of the key concepts of SCT is social interaction. Vygotsky (1978) stresses that "cognitive developments appear at two levels: first, on the social level, and later, on the individual level" (p. 57). ...
... These statements underscore the learners' opinion about the effectiveness of online DA in providing tailored feedback that aligns with the EFL learners' ZPDs. According to Vygotsky (1978), such feedback is crucial for identifying and addressing both fully developed and emerging abilities. The online environment facilitates this process by allowing for immediate and personalized interactions, which are essential for effective DA (Poehner et al., 2015). ...
Despite well-documented evidence of dynamic assessment (DA) in improving second language learners' performance in traditional classes, its influence on the motivation and speaking anxiety of English as a Foreign Language (EFL) learners in online learning environments has remained largely under-investigated. This mixed-methods study examines the impact of online DA on the motivation and speaking anxiety of second/foreign language (L2) learners in an L2 context (Iran), extending the analysis beyond traditional classroom settings. For this purpose, the study involved 60 intermediate EFL learners, who were homogenized using the Oxford Quick Placement Test (OQPT) and randomly divided into a control (n = 30) and an experimental (n = 30) group. Pre-tests, interventions, and post-tests were administered using the Attitude/Motivation Test Battery (AMTB) and Speaking Anxiety Scale (SAS) to assess their motivation and speaking anxiety. Additionally, 10 EFL learners of the experimental participated in a focus-group interview to provide qualitative insights on the effectiveness of online DA. Data analysis was conducted using independent sample t-tests and a content analysis approach. Findings indicated a significant increase in motivation for the experimental group compared to the control group after the interventions. Furthermore, the experimental group showed better management of speaking anxiety at the end of the study. Additionally, the qualitative results highlighted four major themes: online DA enhances EFL learners' sense of achievement, online DA increases willingness to communicate, online DA encourages risk-taking, and online DA fosters positive attitudes. The study concludes with recommendations for stakeholders.
... Dynamic assessment rests on the premises of Sociocultural Theory (SCT), developed by Vygotsky (1978). SCT aims to explain the human's mind, the social context, and the links between them (Lantolf, 2000;Lantolf & Poehner, 2014). ...
... One of the key concepts of SCT is social interaction. Vygotsky (1978) stresses that "cognitive developments appear at two levels: first, on the social level, and later, on the individual level" (p. 57). ...
... These statements underscore the learners' opinion about the effectiveness of online DA in providing tailored feedback that aligns with the EFL learners' ZPDs. According to Vygotsky (1978), such feedback is crucial for identifying and addressing both fully developed and emerging abilities. The online environment facilitates this process by allowing for immediate and personalized interactions, which are essential for effective DA (Poehner et al., 2015). ...
Despite well-documented evidence of dynamic assessment (DA) in improving second language learners' performance in traditional classes, its influence on the motivation and speaking anxiety of English as a Foreign Language (EFL) learners in online learning environments has remained largely under-investigated. This mixed-methods study examines the impact of online DA on the motivation and speaking anxiety of second/foreign language (L2) learners in an L2 context (Iran), extending the analysis beyond traditional classroom settings. For this purpose, the study involved 60 intermediate EFL learners, who were homogenized using the Oxford Quick Placement Test (OQPT) and randomly divided into a control (n = 30) and an experimental (n = 30) group. Pre-tests, interventions, and post-tests were administered using the Attitude/Motivation Test Battery (AMTB) and Speaking Anxiety Scale (SAS) to assess their motivation and speaking anxiety. Additionally, 10 EFL learners of the experimental participated in a focus-group interview to provide qualitative insights on the effectiveness of online DA. Data analysis was conducted using independent sample t-tests and a content analysis approach. Findings indicated a significant increase in motivation for the experimental group compared to the control group after the interventions. Furthermore, the experimental group showed better management of speaking anxiety at the end of the study. Additionally, the qualitative results highlighted four major themes: online DA enhances EFL learners' sense of achievement, online DA increases willingness to communicate, online DA encourages risk-taking, and online DA fosters positive attitudes. The study concludes with recommendations for stakeholders.
... The theoretical foundations of communication and language development in this thesis are grounded in sociocultural theory, as articulated by Lev Vygotsky (1986Vygotsky ( , 1980 and Michael Tomasello (1999Tomasello ( , 2003, alongside the International Classification of Functioning, Disability, and Health: Children & Youth Version (ICF-CY) by the World Health Organization (2007). These frameworks are integral in exploring how social interaction and environmental and cultural contexts influence learning and communication and align well with approaches to facilitate and support communication. ...
... In contrast, the potential level of development represents what the individual is capable of achieving with guidance or assistance. The gap between these two levels, known as the Zone of Proximal Development, is where learning and cognitive growth occur (Vygotsky, 1980). From this perspective, it can be concluded that the development of language is dependent on the presence of a communication-supportive environment. ...
... Responsive strategies involve using an interaction style that facilitates communication and language development without directly eliciting student expression. These strategies derive from supportive parenting and are featured in several theories and research frameworks, such as attachment theory (Ainsworth et al., 2015) and sociocultural approaches (Vygotsky, 1980). Such behaviors include providing contingent positive feedback on a student's communication and are closely related to parental sensitivity (Warren et al., 2010;Warren & Brady, 2007). ...
Communication is essential for social closeness, educational success, and quality of life. For students with intellectual disability (ID), communication is often challenging due to limitations in intellectual functioning and adaptive behavior. This thesis explores turn-taking and the use of augmentative and alternative communication (AAC) in schools for students with ID. It alsoe xamines a communication partner intervention, the AKKtiv ComPal.
The participants included 33 students with ID and 30 school staff members from seven schools. Data were collected through video observations of structured (circle time) and unstructured (leisure time) group activities at three time points: pre-intervention, post-intervention, and follow-up. Data were also collected to assess students’ communicative skills and limitations.
A cross-sectional design was used to examine classroom communication, and multiple case studies examined intervention applications and changes over time. Turn-taking and communication modes of students and staff were analyzed using a coding scheme developed for this thesis. Teachers’ use of responsive strategies was analyzed using the Responsive Augmentative and Alternative Communication Style (RAACS) scale. The frequency of their augmented input and the number of communication boards were also measured. Non-parametric statistical tests, descriptive statistics, and visual representations were used to analyze and present the findings.
Pre-intervention, staff dominated the classroom interactions, and AAC was used less during unstructured activities than in structured and pre-planned activities. Students used AAC more frequently when school staff also did so. Following the intervention, teachers (N = 4) used responsive strategies and augmented input more extensively. Students (N = 10) increased both theirnumber of turns and their use of picture-based communication.
Consistent use of communication partner strategies by school staff is critical for enhancing student communication. Regular staff training and support may be necessary to address high turnover rates among support staff and to ensure these strategies are applied consistently over time. Improved access to personalized communication systems and better integration of AAC into daily activities are recommended to support students with ID effectively.
... In an educational context that schools facilitate, students are interested in imitating their peers' language patterns which can both hinder or support their final use and acquisition abilities in English. According to Vygotsky's (1978) theory of social development, social interaction is essential for cognitive development. For students in schools in Bhutan, peer influence could have an effect that is useful on some students' English-speaking ability, or affect them to rely on their local dialects that limit opportunities to practice their English. ...
... Peer support seems to also be critical to language learning, as over half of students reported not getting any support from classmates to speak in English. Schools should implement collaborative learning strategies that will enhance peer-to-peer learning; for example, group work and peer tutoring projects in English create a space for students to be supported by each other (Vygotsky, 1978). ...
1. Abstract The educational system in Bhutan has experienced significant changes since the country began modernizing in the 1960s. Throughout history, the education of the citizenry has always been prioritized in Bhutan, and the government, educators, and leaders have made constant attempts to enhance education through increases in pay and professional development (Dorji, 2005). One of the most significant changes that emerged within the last decade was the shift from instructor-centered instruction and learning to child-centered education specifically in the English curriculum. This has played a part in improving the standards of English language education, and therefore the educational experience as a whole in Bhutan (Royal Educational Council [REC], 2022). Central to the current educational curriculum is for students to explore various types of literature, as well as to become proficient in the four main strands of learning a language, reading, writing, speaking, and listening. This has resulted in educators engaging with their students in a manner consistent with a facilitator, as opposed to an authoritarian, educator encouraging students to take charge of decisions about their education (Sherab, 2013). Despite the changes throughout the educational system in Bhutan, in regards to English language proficiency students are not meeting expectations categories related specifically to speaking skills. There are various research and observations that would suggest that while students are able to perform well in writing tasks, students have greater difficulties with speaking. This is concerning as communicating in an effective manner is important to a student's academic performance and future professional opportunities since English is the language for communication in a more globalized world (Schuelka, 2013). This as well as the continued struggles and challenges that students face when trying to express themselves speaking in English demonstrates an evident hole in the students' education that must be further explored. The necessity for more research into the topic is clear, as knowing the root causes of students' struggles with spoken English could help generate targeted interventions and strategies to improve their language learning (Sherab, 2013). This study hopes to address this gap in research by examining the factors that contribute to the low level of performance in English speaking among students in Bhutan. In doing this, the study will consider the ways in which teachers teach spoken English and the obstacles students face in learning to speak English so that solutions can provided that can improve English language education in Bhutan. The purpose of this study has three prongs. First, the study hopes to relay what students struggle with while learning to speak English. Second, the study will evaluate the effectiveness of the strategies for promoting both speaking and writing with their students. Finally, the study will consider what many of the larger factors may be that affect students' habits with speaking English. This includes consideration of some psychological factors, fear of making mistakes, fear of anxiety and not having opportunities to practice (REC, 2022). In the end, the research will illuminate possible solutions to those obstacles in ongoing learning to support one's own effective complicity in English language education in Bhutan.
... Sociocultural theory maintains psychological development is based on the people and ways of life around us. Verenikina (2003) refers to Vygotsky's (1978) ideas that ...
... Essential elements of sociocultural theory include the Zone of Proximal Development (ZPD) and scaffolding. Vygotsky (1978) refers to the ZPD as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (p. 86). ...
This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.
... The LC framework is grounded in Vygotsky's (1980) view of learning as a social process, with small groups of students actively engaging in "grand conversations" (Brownlie, 2019;Eeds & Wells, 1989). During these social interactions, students analyze a text, share their responses to the story, negotiate meaning, and reshape their understanding of the text as they encounter the authors' perspectives and the perspectives of other readers in their group. ...
... Similarly, Wexler (2021) conducted a qualitative study to examine how a literature circle framework can help elementary pre-service teachers understand contemporary issues related to social justice. Building on sociocultural theories of learning (Lave & Wenger, 1991;Vygotsky, 1980) and San Pedro's (2018) theory of culturally disruptive pedagogy, Wexler (2021) introduced the concept of equity literature circlesa literacy framework that intentionally challenges pre-service teachers to (re)consider previously held beliefs and to engage in meaningful dialogue on topics related to race, privilege, social justice, and equity that they may have never "encountered in literature or openly talked about before"(p.470). The results of Wexler's (2021) study suggest that using equity-centred LCs in an elementary methods course can provide pre-service teachers with "an entrance into conversations about social justice" (p. ...
Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice. Teaching for social justice is an explicit goal of most teacher education programs. However, this mandate has been criticized by scholars who claim that social justice is an undertheorized and vague concept that is often disconnected from methods courses that focus on content-specific pedagogies. This study seeks to address this disconnect by exploring how an Equity Literature Circles (ELC) framework within a literacy methods course can enhance teacher candidates’ (TCs’) understanding of the relationship between literacy instruction, diversity, and social justice. Drawing on the perceptions of ten TCs enrolled in a teacher education program in western Canada, data for the study was generated from classroom artifacts, an individual survey, and a focus group interview. Upon analysis of the data, the findings suggest that an ELC framework is an effective instructional strategy for enhancing TCs’ understanding of intersecting aspects of diversity, equity-focused literacy instruction, and teaching about and for social justice.
... The theoretical framework for this study is anchored in two key theories: Vygotsky's Zone of Proximal Development (ZPD) and Bandura's Social Cognitive Theory (1986). Vygotsky's ZPD emphasizes the gap between what students can accomplish independently and what they can achieve with appropriate guidance or support [31]. This theory underscores the importance of scaffolding in learning physics, where targeted interventions, such as step-by-step explanations or contextual examples, can help students navigate complex mathematical and conceptual challenges in physics. ...
... These challenges align with Vygotsky's Zone of Proximal Development (ZPD), which emphasizes the necessity of scaffolding to help learners transition from what they can accomplish independently to what they can achieve with support [31]. For the participants at RPMD National Science High School, the gap between their current mathematical abilities and the demands of physics instruction is particularly pronounced. ...
Physics aversion is a pervasive challenge in STEM education worldwide, significantly impacting students' engagement and performance and highlighting the need to understand its root causes to develop effective interventions. This qualitative case study explored the root causes of physics aversion among Grade 12 STEM students at RPMD National Science High School in Marawi City, Philippines. Ten Grade 12 students enrolled in the 2023-2024 academic year were selected through purposive sampling. Data were collected through one-on-one in-depth interviews to capture participants' perceptions and experiences with physics. The audio recordings were transcribed and analyzed using thematic analysis. From the data, 15 codes emerged, which were grouped into four overarching themes: Mathematical Challenges, Teaching-Related Issues, Language and Comprehension, and Personal and Social Factors. Key findings revealed that mathematical challenges, such as difficulty with complex equations, problem-solving, and formula memorization, were the most frequently cited barriers. These issues were often exacerbated by mathematics anxiety and inadequate foundational skills. Teaching-related issues, including ineffective instructional methods, disorganized presentations, and lack of engagement, significantly hindered students' understanding and interest. Language barriers, especially in decoding technical terminology and understanding word problems, compounded these difficulties. Personal and social factors, including a lack of interest in physics, peer influence, and perceived irrelevance to future career goals, further contributed to the aversion. The study highlights the urgent need for student-centered teaching approaches, such as active learning strategies, differentiated instruction, and linguistic scaffolding, to address these challenges. Policymakers and educators are encouraged to implement holistic interventions to create a more inclusive and supportive learning environment. Future research should investigate these dynamics across diverse educational contexts and assess the impact of targeted interventions on reducing physics aversion.
... Es esencial que los docentes trabajen para desmitificar estas creencias, creando un ambiente en el que las matemáticas sean vistas como una herramienta útil y accesible para resolver problemas reales. Según Vygotsky (1978), el aprendizaje de las matemáticas debe estar vinculado a la zona de desarrollo próximo del estudiante, donde el conocimiento se construye a partir de las interacciones sociales y el contexto cultural del alumno. ...
... Este enfoque está alineado con las ideas de Vygotsky (1978), quien enfatiza la importancia de la zona de desarrollo próximo, donde los estudiantes, con el apoyo de un docente o de compañeros, son capaces de superar dificultades y alcanzar un nivel superior de comprensión. Los problemas concretos sirven como una forma de crear esa zona, donde los estudiantes pueden, de manera guiada, conectar lo que ya saben con nuevas ideas. ...
El desarrollo de la conciencia matemática representa un objetivo crucial en la educación contemporánea, especialmente en un contexto marcado por la tecnología y el enfoque lúdico como estrategia pedagógica. Este artículo aborda la integración de actividades lúdicas y tecnologías para potenciar el pensamiento matemático crítico, centrándose en cómo estas herramientas contribuyen a superar barreras tradicionales en la enseñanza. Basado en una metodología cualitativa-descriptiva, el estudio analiza experiencias concretas en el aula con el uso de juegos didácticos y software interactivo. Los resultados muestran que la combinación de estrategias lúdicas y tecnológicas fomenta un aprendizaje significativo, favoreciendo la comprensión y aplicación de conceptos matemáticos. Finalmente, se discute la necesidad de capacitar a los docentes en el diseño e implementación de estas estrategias como parte de un currículo dinámico e inclusivo.
... Constructivist learning theory argues that learners construct their own understanding of the world based on their existing knowledge and experience [56]. They arrive at this understanding by interpreting new information grounded on their current experience. ...
... These tasks enriched their understanding of soft skills and their applicability in their personal and professional lives. This is in line with Vygotsky's theory of social constructivism [56], which posits the concept of learning through interactions. ...
Engineering is a vital profession in our society as it provides innovative and creative solutions to problems faced by humanity to improve the quality of life. Engineering decisions and designs affect not only humans but they also affect the entire planet. While solving global problems around the world, engineers work with and for diverse people in varied contexts. That is why, in addition to their technical expertise, engineers need knowledge of the humanities. They need soft skills. Soft skills enable engineers to function effectively in teams and to design solutions considering the human perspective. While academics and professionals have acknowledged the importance of soft skills alike, the incorporation of these skills in engineering programmes has been slow. The aim of this study was to enhance the development of soft skills by incorporating literature in the form of a novel, Lord of the Flies, as part of a communication module for engineering undergraduates. The main research question was whether a novel can be useful in promoting soft skills among engineering students. Qualitative and quantitative data, in the form of interviews and a questionnaire, were collected from the students about the value of this novel in enhancing their soft skills. It was found that, as a result of this intervention, they became more aware of these skills and the application of said skills in their daily lives. This study argues for the inclusion of humanities education for engineering students to develop their soft skills and to inspire human values in them.
... Consequently, this theoretical framework looks at various theories to set up the basis for analysing students' interest in learning science. Several theories of student interest in learning have been espoused (Bandura, 1986;Piaget, 1973;Vygotsky, 1978), and IDC-Theory (Wong, et al., 2020). Though these theories appear difficult to integrate as they try to charter separate paths (Urhahne & Wijnia, 2023), their similarities lie in their convergence on suggestions of ways of developing students' interest in learning. ...
... According to Piaget (1973), adolescents in high school are typically in the formal operational stage, which enables them to understand abstract concepts and engage in logical reasoning, and critical skills for scientific thinking. Additionally, Vygotsky's (1978) social development theory underscores the importance of social interactions and cultural tools in learning. Collaborative learning environments can enhance interest in science through peer interactions and social support. ...
An interplay between gender, school type, grade level
... Desde una perspectiva teórica, la inclusión de chatbots en el aula puede ser comprendida a través de diversos enfoques conceptuales. Las experiencias pedagógicas mediadas por chatbots pueden promover la construcción activa del conocimiento al actuar como facilitadores de información y propiciar la interacción entre pares (Bandura, 1977;Vygotsky, 1978). Además, podrían actuar como guías, proporcionando apoyo adaptado a las necesidades individuales de cada estudiante (Kanobel, 2023). ...
Este estudio analiza una intervención pedagógica implementada con estudiantes de Ingeniería en una universidad pública de Argentina. La experiencia se desarrolló durante el primer semestre de 2023, con 50 estudiantes de la asignatura de Probabilidad y Estadística. Se les proporcionó un chatbot junto con una consigna específica y, posteriormente, se recopiló información para evaluar sus opiniones sobre la experiencia. Los resultados obtenidos revelaron una recepción positiva por parte del grupo de estudiantes sobre la inclusión del asistente virtual. Además, el equipo docente consideró que se produjo una mejora en la dinámica de las clases, fomentando el debate y la discusión entre participantes. Asimismo, la inclusión de este recurso en el aula generó diversas reflexiones entre el estudiantado, quienes destacaron aspectos positivos como negativos asociados a su uso. A la vez, propició un espacio de análisis sobre la utilidad del chatbot en su propio proceso de aprendizaje. Palabras clave: Chatbot. Inteligencia Artificial. Educación. Ingeniería. Abstract: This study describes and analyzes results of a pedagogical intervention implemented with Engineering students at an Argentinian Public University. The experience was developed during the first semester of 2023, with two Statistics courses. Students were provided with a chatbot as an assistant to develop a specific task. Then, data was collected to know students' opinions of the experience. The results revealed positive opinions in the group of students regarding the inclusion of the virtual assistant. Furthermore, the teaching team considered that there was an improvement in the dynamics of the classes, encouraging debate and discussion among the participants. Likewise, the inclusion of this resource in the classroom generated various reflections among the students, who highlighted positive and negative aspects associated with its use. At the same time, it provided a space for analysis on the usefulness of the chatbot in their own learning process. La integración de la tecnología en los procesos de enseñanza y aprendizaje es cada vez más relevante en todos los niveles educativos. En este contexto, la Inteligencia Artificial Conversacional (IAC), que tiene la capacidad de simular una conversación con una persona a través de un chat (Okonkwo y Ade-Ibijola, 2021), está ganando popularidad en la Educación Superior y en ambientes académicos es una temática de debate y análisis (LMI, 2023). Estos sistemas, que pueden ser utilizados para responder preguntas frecuentes, brindar asistencia en la realización de tareas y proporcionar retroalimentación personalizada, resultan un recurso útil para mediar procesos de enseñanza y aprendizaje. Dentro de este contexto, los chatbots o asistentes virtuales son aplicaciones de la IAC que han surgido como herramientas poderosas que pueden transformar la dinámica del aula universitaria, que pueden ser utiluzados para desarrollar competencias comunicacionales.
... ando as dificuldades enfrentadas ao realizar a tarefa, suas impressões, assim como o grau de satisfação com o resultado. O objetivo desta etapa é criar um ambiente mais favorável ao compartilhamento de ideias por meio de grupos menores, considerando que estudos pedagógicos têm consistentemente apontado os benefícios da interação em pequenos grupos.Vygotsky (1978), por exemplo, destaca como a aprendizagem é potencializada quando os estudantes trabalham em pequenos grupos nos quais existe um ambiente propício à interação de maneira ativa e colaborativa. Desse modo, o estudante pode aprender com um par mais competente discutindo tópicos e compartilhandoPágina 16 perspectivas, o que é fundamental pa ...
Este artigo apresenta uma proposta didática para a leitura da obra “Matéria de poesia”, de Manoel de Barros, visando ampliar a percepção da poesia e seu impacto na compreensão de si mesmo e do outro. A proposta contempla experiências de leitura socializadoras e uso de mídias digitais para envolver os alunos em uma abordagem interativa. Neste trabalho, destaca-se a importância de considerar a literatura como um direito, não apenas como conteúdo curricular, e explora-se o uso da tecnologia na leitura literária. Defende-se que, embora a leitura em formato eletrônico tenha desafios, ela oferece oportunidades únicas de interação e engajamento dos alunos. A metodologia proposta segue o modelo de sequência didática proposto por Dolz, Noverraz e Schneuwly (2004) e inclui diferentes mídias, como murais virtuais, redes sociais, exibição de documentário e produção de podcasts. Espera-se que a proposta, que é direcionada aos anos finais do Ensino Fundamental, contribua significativamente para a valorização e apreciação da leitura literária, especialmente a poesia, e para a socialização das experiências de leitura na escola para além das avaliações tradicionais. Ademais, acredita-se que essa abordagem pode despertar um interesse duradouro pela literatura e pela expressão poética, enriquecendo assim o repertório cultural e intelectual dos estudantes. Portanto, conclui-se ser imperativo que as instituições educacionais reconheçam a importância dessa iniciativa e incentivem a sua implementação de forma abrangente e eficaz, para o benefício pleno dos alunos e da sociedade como um todo.
... Interacción con intérpretes: La interacción con intérpretes juega un papel crucial en el proceso educativo. Según Vygotsky (1978), el aprendizaje ocurre mediante interacciones sociales, por lo que la ausencia de comunicación directa entre el docente y el estudiante puede limitar estas oportunidades de aprendizaje colaborativo. ...
Este artículo tiene como objetivo evaluar las prácticas docentes en la atención a estudiantes universitarios con discapacidad auditiva y analizar la percepción de inclusión desde la perspectiva de los estudiantes. La investigación, de enfoque cualitativo, se desarrolló en la Universidad Estatal de Sonora. Se emplearon entrevistas semiestructuradas con docentes que trabajan con la comunidad sorda y se realizaron grupos focales con estudiantes con discapacidad auditiva para explorar sus percepciones sobre los niveles de inclusión en la universidad y las estrategias utilizadas para atender sus necesidades educativas. El análisis de los datos, basado en la teoría fundamentada, reveló que, aunque se han alcanzado avances significativos hacia la inclusión, persisten prácticas de exclusión en el entorno universitario. Los resultados destacan la necesidad urgente de fortalecer la capacitación docente para fomentar una cultura inclusiva genuina y garantizar una educación equitativa para todos.
... As L. S. Vygotsky said [3]: "the game is driving development." The developmental significance of the game lies in its nature, because the game is always emotions, and where there is emotion, there is activity, there is attention and imagination, and there is thinking. ...
This scientific article examines the effectiveness of innovative methods of teaching writing in English using game elements. The article explores how games on word writing, story building, grammar exercises, modern programs and other game activities increase students ' writing skills and motivation to learn English. The results show that the introduction of game elements in teaching writing in English not only makes the learning process more interesting, but also leads to a deeper understanding and memorization of the material. Overall, this study shows the potential for using game elements in teaching English writing as a way to improve student performance and attendance. In addition, the effectiveness of innovative methods of teaching writing in English using game elements is studied.
... As explained by Vygotsky's (1978) social network theory, the networks of relationships of a child provide social resources that facilitate the learning and practicing of new languages. Krackhardt and Hanson (1993) make a distinction within the different types of social networks, namely, advice networks, trust networks, and communication networks. ...
This study utilises comparative case studies of three Japanese third-culture kids (TCKs) living in Singapore aged 16, each from a different school type (international school, Japanese school, and local Singapore school). It explores if the home language, language used in school, language used in social circles, and language of media consumed of Japanese TCKs in Singapore are enabling or mitigating factors of their development of English language. This study builds on the framework of TCKs established by Useem et al. (1963) and redefined by Pollock and Van Reken (2001), Dewaele et al.’s (2003) definition of bilingualism, and Tokuhama-Espinosa’s (2000) ten factors of success in raising multilingual children. Language used in school, language used in social circles, language of media consumed, and individual motivation were found to be enabling factors whereas home language was found to be neither an enabling nor mitigating factor. Differing pedagogies were found between different school types. Most of the findings are in line with the literature reviewed.
... One of the most important aspects of the discussion around pedagogy in higher education is the constructivist hypothesis, which asserts that students actively construct their own knowledge through their experiences and interactions with others. According to Vygotsky's social constructivism, this places an emphasis on the role that social interactions and cultural context play in the learning process, it is suggested that knowledge is co-constructed by both teachers and pupils (Vygotsky, 1978). The traditional didactic methods are called into question by this theoretical perspective, which emphasizes the significance of collaborative learning environments and active engagement. ...
Pedagogy is an essential component of any educational institution, ranging from pre-school to higher education. People often use pedagogy interchangeably with other terms like teaching strategies and methods, but it's a comprehensive and complex concept in its entirety. In India, teachers in higher education, with the exception of teacher education, do not receive any formal education or training in pedagogical practices. Instead, their focus is primarily on content delivery, which fails to address the unique needs of their students in relation to their personal and social diversity. This creates an enormous amount of room for reflection in this context. The University of Delhi's Institute of Eminence funded a project that led to the present work. The present research is organized in two phases. In the first phase, we explore existing scenarios and teachers' perspectives on pedagogy in higher education through interviews. We analysed the collected data thematically, aiming to identify the concerns, challenges, issues, and possibilities related to pedagogical practices in higher education. During the second phase of the project, a framework is developed for pedagogy in higher education based on the experiences shared by university teachers, the possibilities identified through data analysis, and the existing discourse on pedagogy. The research encompassed data from five government universities in North India. The developed framework was validated by the experts in the field and shared with the participants for the member check process.
... Se sobreentiende que en los grupos parte de la comunicación se va a hacer en una de las dos lenguas cooficiales en Cataluña. Esto, lejos de entenderse como un punto negativo se considera una ventaja ya que la traducción inversa fomenta la competencia plurilingüe, permitiendo a los estudiantes hacer conexiones entre los idiomas que conocen y el inglés (Slavin, 2014;Vygotsky, 1978). La compresión oral está contemplada a través de la escucha activa y significativa de la aventura, mientras que la expresión oral se reserva especialmente, aunque no exclusivamente, al momento en el que cada alumno es el representante de su grupo, hecho que sucede cada tres o cuatro sesiones. ...
Resumen El proyecto Fantasy Island es una iniciativa de innovación educativa que utiliza la Inteligencia Artificial (IA) generativa y los juegos de rol para mejorar el aprendizaje del inglés como lengua extranjera en un centro de secundaria de El Morell, Tarragona, Cataluña. El proyecto se basa en objetivos pedagógicos claros y alineados con las directrices actuales en educación lingüística, como fomentar la participación activa y creativa, mejorar la comprensión oral, promover el trabajo colaborativo y desarrollar competencias plurilingües. Para ello, el proyecto integra herramientas tecnológicas de última generación tanto de IA como específicas para juegos de rol. Estas serían: Dungeon Alchemist, Foundry Virtual Tabletop, ChatGPT y Dall-e, que permiten al profesor diseñar mapas, narrativas e imágenes adaptadas al nivel y los intereses de los estudiantes, reduciendo la carga de trabajo y aumentando la motivación y el interés de los alumnos. El proyecto ha demostrado un impacto significativo en la práctica docente y el rendimiento académico, así como en la sostenibilidad y la transferencia de los resultados, obteniendo el reconocimiento internacional en eventos y participando en premios prestigiosos en el ámbito de la educación y la tecnología educativa. Palabras clave Inteligencia artificial, comunicación oral, juegos de rol en el aula, tecnología educativa. Abstract The Fantasy Island project is an educational innovation initiative that uses generative Artificial Intelligence and role-playing games to enhance English language learning in a secondary school in El Morell, Catalonia. The project is based on clear and aligned pedagogical objectives,
... In terms of socio-cultural learning theory, Vygotsky (1978) highlights that learning progress happens through students' social interactions with others. This belief places a strong emphasis on the connection of collaboration and personal cognitive development, which is supported by numerous social scientists. ...
In spite of the prevalence of public speaking courses at tertiary level, it remains a challenge for many English as a Second language (ESL) learners. Collaborative learning strategies have been employed to support students in learning this skill. Various factors contribute to the success of collaborative learning in public speaking; however, the role teacher scaffolding has received limited research attention. As a response, this study examined undergraduate students in a Vietnamese university who took part in a 15-session public speaking course to investigate their perceptions of this issue. Drawing on semi-structured interviews and the process of theme analysis, findings indicated the role of teacher scaffolding and factors that influence its effectiveness in collaborative activities in a public speaking course from students’ perspective. The study also suggested pedagogical implications for enhancing the learning process.
... Before going into the details of the scientific literature of reference for this research work, it should be pointed out that in a broader sense, it takes into account two important landmarks of cognitive development theories. First and foremost, this inquiry embraces the concept of "cultural artifacts," inspired by Vygotsky's seminal works (Vygotsky, 1967(Vygotsky, , 1978, which posit that non-human elements within psychological activities play an active and constructive role in cognitive development. Within this context, it can be observed the transformative nature of objects through the crucible of social and cultural processes, wherein these objects metamorphose into tools that buttress diverse forms of activity-either as external adjuncts or internalized constituents (as elucidated in the notion of "psychological tools" by Friedrich 2014). ...
In the field of educational robotics, it is important to understand the processes trough which child-robot interactions are established during play activities. In terms of socio-material characteristics, robots can vary widely, from more mechanical robots to more anthropomorphic ones. Research has shown that the degree of anthropomorphization of the robot has an impact on how children perceive and interact with the robot. The role of the socio-material characteristics is still poorly explore in the 18–36-month age group. The aim of the study was to investigate how the presence of two robots, which differed in their socio-material characteristic of anthropomorphization, shapes both the individual and group play activities of 25 children aged 18–36 months. The children were observed during free group play sessions in which they had access to two types of robots: Idol, with more human-like features, and Pixy, a more mechanical robot with minimal anthropomorphism. Observations made through video recordings were transcribed. Qualitative analysis was conducted, and six units of analysis of children’s interaction with robots were identified. The main finding from our study is that children as early as 18 months are sensitive to the socio-material characteristics of the robotic artefact, influencing the way they interact with the robot and with each other. Notably, children displayed more imitation behaviors and social interactions with Idol, the more anthropomorphic robot, while Pixy, the mechanical robot, was primarily explored for its mechanical features. From an educational point of view, we highlight the importance of the construction of the learning environment and the choice of materials to propose to the children in play; the robot could be used to reinforce symbolic play, imitation, and to support group interaction.
... Participants were recruited through social media advertisements and word-of-mouth. The choice of students aged 10-14 is significant, as this developmental stage includes cognitive and social transitions that influence learning processes and engagement (Vygotsky, 1978). The small, purposeful sample of 12 participants supports the depth of qualitative data collection and analysis, enabling nuanced insights into their interactions, learning processes, and reflections on AI. ...
Artificial intelligence (AI) has become increasingly embedded in every aspect of our lives and educators are beginning to consider how to teach with and about it. Most AI curricula distinctly focus on developing digital or physical technical skills such as coding, robotics, and programming, while only sometimes critically considering the social and ethical dimensions of AI. This may lead to a future disparity between critical thinking and technical competency in AI literacy programming. This qualitative case study research focuses on how a week-long virtual camp used narrative design fiction in graphic novel format as a framework for camp activities and discussions for students in grades 6-8, to facilitate conversations related to the social and ethical implications of AI use. Results suggest that participants gained deeper and more complex opinions on AI and human-technology relationships via critical conversations facilitated through the narrative design fiction. Recommendations for future work on speculative futures, reflection, and narrative design fiction are presented.
... Others (Keating, 1979;Dasen, 1994) indicated that a significant percentage of adults will never reach the formaloperational stage. Vygotsky challenged Piaget's allegedly-universal stages with his social constructivism (Vygotsky, 1978), which in general posits that a child's development is dependent upon social influences. This criticism, however, is of minor importance to this discussion, as it does not defy the claim that explicit grammar teaching to primary school learners is a mistake. ...
... Meanwhile, Vygotsky's theory of cognitive development emphasizes the importance of social interaction in learning, particularly through the concepts of scaffolding and the Zone of Proximal Development (ZPD) (Vygotsky, 1978). In STEMbased learning, scaffolding is realized through gradual guidance provided by teachers or peers, such as initial guidance, triggering questions, or explicit instructions as students work on projects. ...
... The focus on constructivism enables students to actively engage in learning, fostering critical thinking and problem-solving skills through hands-on experiences. The organization also aligns with the principles of inclusion and equity, which are integral to modern educational paradigms (Vygotsky, 1978). ...
The Deaf-Mutes Society (DMS) in Ahmedabad represents a landmark in the education and empowerment of individuals with hearing and speech impairments. This conceptual study explores the Society's historical evolution, operational framework and educational methodologies through a philosophical lens. By delving into the Society's inclusive practices and curriculum design, this paper highlights its role in enhancing the quality of life for students with disabilities. It also examines challenges faced by the organization and proposes pathways for future growth.
... The broader sociocultural context profoundly influences microenvironments such as families, schools, and communities, and shapes the interactions among these microenvironments, thereby playing a crucial role in fostering individual development and promoting societal harmony (Bronfenbrenner, 1979;Bronfenbrenner & Morris, 2006;Vygotsky, 1978). Although there are extensive studies on fostering friendly family, school, and community environments for child development (Eriksson & Dahlblom, 2020;Nordström, 2010), the composition of child-friendly social environments varies across different sociocultural backgrounds. ...
With increased urbanization, the need to create a child-friendly society for all has increased in urgency. Ensuring children’s right to participate in the development of child-friendly cities is a crucial part of this effort. This study used focus group interviews to explore action framework for creating a friendly social environment from the philosophical perspective of children in current Chinese social contexts. This study was conducted in three primary schools located in urban, rural and rural‒urban fringe areas. With the school’s consent, we enhanced the sample diversity by randomly selecting 6–12 third- and fourth-grade students, as well as 8–12 fifth- and sixth-grade students from each school. In total, six focus groups consisting of 53 primary school students were formed. The results indicated that a friendly family environment consists of seven dimensions: family communication; support; companionship; interaction; respect and equality; conflict and violence avoidance; and the normative behavior and positive qualities of family members. A friendly school environment was found to involve seven dimensions: teacher‒student relationships, peer relationships, a student-centered learning environment, student involvement, parental involvement in school life, the personal characteristics of adults working at the school, and children’s responsibilities. A friendly community environment was found to consist of six dimensions: neighborly relationships, community support, civil community behavior, community activities, children’s participation, and children’s sense of responsibility. The children were also guided to discuss strategies for improving friendly family, school and community social environments. This study identified children’s perspectives on friendly social environments and concrete strategies for building these environments, which can be used as important theoretical support for work practices in current Chinese culture.
... An escape room is a team-based activity where participants work together to uncover clues, solve puzzles, and complete tasks within a designated space to accomplish a specific objective within a limited timeframe [1]. From an educational perspective, escape rooms are based on a socioconstructivist approach [2]. In other words, learners con-struct their knowledge through real-time experiences obtained from various challenges in the escape room, face new and complex problems, interact with peers, and solve them with the support of the instructor. ...
Purpose: This study assessed the effects of a psychiatric nursing class applying an escape room activity on nursing students’ knowledge, proactivity in problem-solving, teamwork, and learning satisfaction.Methods: A non-equivalent control group design with pretest-posttest measures was employed. In total, 82 nursing students taking psychiatric nursing participated in the study, with 39 in the experimental group and 43 in the control group. The experimental group participated in an escape room activity, while the control group engaged in a scenario-based group discussion for 50 minutes. The data were analyzed using the Mann-Whitney U test and the Wilcoxon signed-rank test with SPSS/WIN version 29.Results: No statistically significant differences were identified between the groups in terms of knowledge, proactivity in problem-solving, teamwork, and learning satisfaction. However, proactivity in problem-solving (Z=-3.47, p<.001) and teamwork (Z=-3.55, p <.001) were significantly increased for the experimental group in the post-test, while knowledge (Z=-2.40, p =.027), proactivity in problem-solving (Z=-3.96, p <.001), and teamwork (Z=-2.08, p =.037) were significantly increased in the control group when compared to the pretests.Conclusion: Both the escape room activity and the group discussion were effective in improving proactivity in problem solving and teamwork among nursing students and should therefore be incorporated into classes.
Бұл зерттеу керамика өнерінің 5 пен 7 жас аралығындағы балалардың ұсақ моторикасын және шығармашылық ойлауын дамытуға әсерін зерттейді. Зерттеу үш өлшемді, тактильді өнер әрекеттерімен айналысу дәстүрлі екі өлшемді өнер түрлерімен салыстырғанда дамуға көбірек пайда әкелетінін бағалауға бағытталған.Алпыс бала кездейсоқ түрде 12 апталық керамикалық өнер бағдарламасына қатысқан эксперименттік топқа немесе сурет салу және бояу жұмыстарымен айналысатын бақылау тобына тағайындалды. Ұсақ моториканы қолдана отырып бағаланды Bruininks-Oseretsky Моториканы Меңгеру Тесті, ал шығармашылық ойлау Torrance Шығармашылық Ойлау Тестілері арқылы бағаланды. Нәтижелер керамикалық өнер тобының ұсақ моториканың дәлдігі мен басқаруындағы, сондай-ақ еркін сөйлеу, өзіндік ерекшелік және өңдеуді қоса алғанда, әртүрлі өлшемдер бойынша шығармашылық ойлаудағы айтарлықтай жақсартуларды көрсеткенін көрсетті. Сапалы бақылаулар бұл тұжырымдарды одан әрі растап, керамикалық өнер тобындағы балалардың проблемаларды шешудің, сенсорлық белсенділіктің және өзін-өзі көрсетудің жоғары деңгейін көрсеткенін көрсетті.Зерттеу нәтижелері керамикалық өнердің тактильді табиғаты мен кеңістіктік пайымдау қажеттілігіне байланысты бірегей даму артықшылықтарын беретінін көрсетеді. Бұл тұжырымдар дамудың теңгерімді өсуіне ықпал ету үшін керамика өнерін оқу бағдарламаларына біріктіруді жақтайтын мектепке дейінгі білім беру үшін маңызды әсер етеді. Нәтижелер сонымен қатар керамика өнерінің әртүрлі оқу қажеттіліктері бар балаларға пайда әкелетін инклюзивті білім беру құралы ретіндегі әлеуетін көрсетеді. Болашақ зерттеулер ұзақ мерзімді әсерлерді бағалау және дамуында кідірісі бар балаларға керамикалық өнердің емдік қолданылуын зерттеу үшін бойлық зерттеулерді қарастыруы керек. Тұтастай алғанда, зерттеу тактильді, практикалық өнер тәжірибесінің жас оқушылардың дамуының көптеген салаларын қалай жақсарта алатынын тереңірек түсінуге ықпал етеді.
This research investigates the influence of art education on the cognitive development of hearing-impaired children, representing an important gap in the field of special education research. Hearing-impaired children often struggle in the skills involved with cognitive development — problem solving, memory, visual-spatial reasoning — due to the limitations of auditory input and traditional teaching methods. Art education is a visually-centered and non-linguistic means of learning, which can uniquely meet the needs of this population. Using a mixed-methods design, the study assessed the effectiveness of a structured art education program through both quantitative assessments and qualitative observations. The study included sixty hearing-impaired children aged between 6 to 12 years, and they were randomly assigned either to an experimental group who had art education or to a control group. Cognitive outcomes were assessed pre and post intervention using standardized tests such as the Wechsler Nonverbal Scale of Ability and the Visual Spatial Reasoning Test, while engagement and behavioral changes were recorded through observational data. The experimental group experienced significant increases in different cognitive abilities, including visual-spatial reasoning (+30.9%), problem-solving (+29.9%) and memory (+30.8%), according to the results. During collaborative art projects, we observed heightened engagement, prolonged focus, and improved interaction amongst them. In comparison, the control group showed little improvement, highlighting the special advantages of art education. These results show that art education is a valid channel for contributing to both cognitive and social development of children with hearing impairments. Art-based interventions target their unique needs by utilizing visual and tactile modalities while encouraging creativity and emotional expression. The study argues for the inclusion of art education as a key aspect in specialized educational programs, highlighting its capacity to change the experience of learning. Broader implications from this work include the need for future research on both the long-term effects of art education and its interdisciplinary applications to determine how to scale the benefits to various populations.
This fourth chapter presents three learning objectives:
Examine the six principles of the CARE-KNOW-DO framework: social-emotional learning, meaningful learning, mastery learning, critical socioconstructivism, inquiry-based learning, and experiential learning.
Identify and describe pedagogical strategies for leveraging the CARE-KNOW-DO framework in teaching and learning processes.
Understand principles in action and explore the relationships between theory, practice, and application.
Studierende des Lehramts wünschen sich seit jeher eine praxisnahe, aber gleichzeitig in einem geschützten Rahmen stattfindende Professionalisierung (Makrinus, 2012). Besonders für Querschnittsthemen wie Heterogenität, insbesondere zur Heterogenitätsdimension Mehrsprachigkeit, fehlen häufig Konzepte, die erstens für die Mehrsprachigkeitsthematik sensibilisieren (Karakaşoğlu et al., 2017), zweitens Theorie und Praxis miteinander verbinden und drittens Möglichkeiten für eine handlungsnahe Professionalisierung liefern. Auch angehende Lehrkräfte nehmen dieses Fehlen in Bezug auf den Umgang mit hete-rogenen Lerngruppen wahr und fühlen sich an vielen Stellen noch nicht ausrei-chend vorbereitet (Döll et al., 2017; Ricart Brede, 2019). Der Beitrag stellt eine Seminarsitzung vor, in der Studierende durch das Thema Mehrsprachigkeit entstandene Konfliktgespräche (z.B. Eltern-Lehrkraft) mit Schauspieler*innen simulieren. Hierdurch sollen angehende Lehrkräfte dazu befähigt werden, ihr Wissen und ihre Wahrnehmung in einem authentischen, praxisnahen Kontext anzuwenden und zu reflektieren. Durch die intensive Vorbereitungs-und Reflexionsphase sollen sie somit die Möglichkeit erhalten, auch schon vor Eintritt in den Beruf eigene Potenziale und Grenzen auszuloten - und das alles in einem geschützten Raum, in dem das Handeln noch keine unmittelbaren Konsequenzen auf Schüler*innen, Eltern usw. hat. Evaluationsergebnisse zeigen außerdem, dass die Methode eine außergewöhnliche Lerngelegenheit für eine praxisnahe Professionalisierung in der DaZKom-Modelldimension "Mehrsprachigkeit"/Facette "Umgang mit Heterogenität" darstellt.
The current study provided qualitative analysis of Mothers' Perception on Children usage of Electronic Devices and Impacts on Children's Social Development. The research questions in current study were how do mothers perceive the role of electronic devices usage on the social development of children? How do mothers perceive advantages of electronic devices' usage? How do mothers perceive disadvantages of electronic devices' usage? The objective of current study was to explore Mothers' Perception on Children usage of Electronic devices and to know the influence of electronic devices usage on children's social development. Thematic Analysis was used as an analytical tool. Mothers reported that their kids learned different languages without any official classes with the help of interacting social networking. Social media networking devices seemed to be powerful tools for a child's educational purpose, and children's social interactions were also improved but spending more time using electronic device may affect their health. Moreover, our findings suggest that children could not sustain their attention on studies properly due to electronic devices and their physical activity also decreased.
El objetivo principal de este trabajo es desarrollar criterios teóricos y metodológicos que promuevan la mejora de la comprensión lectora en los estudiantes mediante el uso de Tecnologías de Comunicación e Información (TIC). A través de un enfoque interdisciplinario, se llevaron a cabo investigaciones utilizando métodos cualitativos y cuantitativos, apoyándose en una amplia variedad de fuentes bibliográficas, como libros, artículos académicos, revistas virtuales y recursos en línea. Los resultados obtenidos indican que la integración adecuada de nuevas tecnologías en el proceso de enseñanza-aprendizaje tiene un impacto positivo en el desarrollo de la comprensión de textos. Se observó que los estudiantes que interactuaron con herramientas digitales y recursos multimedia mostraron una mejora significativa en su capacidad para analizar y comprender distintos tipos de textos. Este hallazgo resalta la necesidad de adoptar enfoques innovadores en la enseñanza de la lectura, que no solo fomenten habilidades críticas, sino que también despierten el interés por la lectura y el aprendizaje autónomo. En conclusión, la correcta implementación de las TIC en el aula puede ser una estrategia efectiva para abordar las deficiencias en la comprensión lectora, contribuyendo así a la formación integral de los estudiantes.
Advancements in neuroscience and educational research have provided new opportunities to understand and explore dyscalculia, a
specific learning disability that impairs students’ abilities in math and numerical operations. Neuroscientific studies have pinpointed
critical brain regions, such as the intraparietal
sulcus and left angular gyrus, as central to
numerical magnitude processing—a fundamental skill for math competence. Furthermore, the frontal, temporal, and occipital
lobes are implicated in math tasks, indicating
a comprehensive neural network involved in
math cognition. Neuroplasticity underscores
the brain’s adaptive responses to new learning
experiences, which holds significant implications for educational practices, particularly in
the instruction of math. Despite expanding
research on dyscalculia, there remains a scarcity of empirical data on the effectiveness of interventions and math support programs specifically for students who are English learners
(ELs) in U.S. schools. Educational strategies,
such as Dynamic Strategic Math (DSM), integrate culturally relevant materials, multisensory learning, scaffolding, and ample practice
to enhance math achievement and retention.
By synthesizing empirical studies and meta-analyses, this chapter aims to (a) provide an overview of educational neuroscience research on dyscalculia and (b) establish connections
between educational neuroscience research
and classroom interventions for ELs with
dyscalculia.
This study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New Literacies as writing is a social practice and communication is multimodal. Analysis of six classroom observations, student interviews, a student focus group, and a teacher interview indicate using multimodal literacies: (a) fosters high levels of engagement, (b) enhances meaning-making, (c) fosters opportunities for collaboration, (d) provides opportunities for publishing of professional-looking books for an authentic audience, and (e) fosters writing skills and writer identity.
Τα τελευταία χρόνια όλο και περισσότερα παιδιά με κώφωση ή βαρηκοΐα εκπαιδεύονται στο κοινό σχολείο. Η τάση αυτή παρατηρείται σε ιδιαίτερη έκταση στην Ευρώπη και τη Β. Αμερική εξαιτίας και των εξελίξεων τόσο στην επιστήμη και την τεχνολογία (κοχλιακά εμφυτεύματα-cochlear implants) όσο και της προόδου της παιδαγωγικής προς την πλευρά της Δίγλωσσης-Διαπολιτισμικής εκπαίδευσης των κωφών και βαρήκοων μαθητών. Οι δύο αυτές προσεγγίσεις, αν και σε πρώτη ανάλυση μοιάζουν να είναι διαμετρικά αντίθετες ως προς τη φιλοσοφία που επιλέγουν να ακολουθήσουν, στην πράξη προάγουν τα ίδια αποτελέσματα
δηλ. την ένταξη και την ισότιμη συνεκπαίδευση του παιδιού με κώφωση και βαρηκοΐα στο γενικό σχολείο. Και οι δύο αυτές προσεγγίσεις κάνουν ευρεία χρήση της γραπτής συμβολικής έκφρασης της γραπτής επικοινωνίας.
Σε κάθε περίπτωση δεν θα πρέπει να λησμονούμε ότι το περιβάλλον μάθησης, τα
κίνητρα μάθησης, αλλά και η επικοινωνιακή φιλοσοφία που επιλέγουμε και εφαρμόζουμε αποτελούν σημαντικούς παράγοντες προόδου ή οπισθοδρόμησης για το νήπιο ή το παιδί. Η πρώιμη εισαγωγή του γραπτού συμβολικού συστήματος παράλληλα με τους άλλους τρόπους επικοινωνίας είναι δυνατό να προσφέρει σημαντικές υπηρεσίες στη μάθηση και την κοινωνικοποίηση του παιδιού. Όσο πιο νωρίς το παιδί βρει εναλλακτικούς τρόπους για να επικοινωνήσει με το περιβάλλον του τόσο περισσότερο θα είναι σε θέση να εκτιμήσει την ανταποδοτική αξία της επικοινωνιακής διεργασίας (Easterbrooks, 1999).
Για όλα όσα αναφέρουμε παραπάνω θεωρούμε ότι ο μόνος αξιόπιστος εγγυητής των δικαιωμάτων του προσώπου με κώφωση ή βαρηκοΐα είναι η Πολιτεία.
* Η παρούσα εργασία αναφέρεται στην παιδαγωγική της γραπτής συμβολικής επικοινωνίας των νηπίων με τη βοήθεια του συστήματος ιδεογραφικών συμβόλων Blissymbolics. Παρουσιάστηκε στην «Ημερίδα για την Βαρηκοΐα και την Κώφωση» που οργάνωσε το Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης στο Αμφιθέατρο της Φιλοσοφικής Σχολής. Θεσσαλονίκη, 30 Σεπτεμβρίου 2000 και δημοσιεύτηκε στα Πρακτικά της ημερίδας.
The digital age has sparked interest among educators in utilizing information technology, especially artificial intelligence (AI) chatbots. Due to the constant technological involvement, students must also acquire solid digital skills, especially AI proficiency, for learning and everyday life. However, there are few studies on models applying AI in teaching to develop mathematical abilities for high school students. Therefore, this paper proposes a theoretical framework for incorporating AI chatbots into education, boosting students’ mathematical problem-solving competence. Based on student data analysis, this framework will cover teaching, assessment, feedback, and dynamic learning activity adjustment. The paper then explains the operations of AI chatbots to provide personalized feedback. This process emphasizes the importance of error handling and information security, ensuring safety and efficiency in the learning process. This theoretical model supports the integration of AI chatbots in personalized teaching, specifically for improving mathematical skills.
Объект исследования – навык самокоррекции в письменной речи. Цель исследования: разработка и обоснование методики использования корпусных технологий для формирования навыка самокоррекции в русской письменной речи инофонов на продвинутом этапе обучения. В работе были использованы следующие методы и приемы: теоретический анализ, описательно-аналитический метод, сравнительно-сопоставительный метод, опрос, прием направленной выборки иллюстративного материала, эксперимент на связанных выборках, совмещенный со структурированным наблюдением и исследованием в действии, элементы метода включенного наблюдения, метод самоотчета и метод вербальных протоколов, методы математической статистики. Теоретическую значимость работы составляют систематизация опыта исследователей, методистов и преподавателей в области применения корпусных технологий в курсе письменной речи и, в частности, в процессе преподавания русского языка в иностранной аудитории; описание механизма формирования навыка самокоррекции в письменной речи при обращении к лингвистическому корпусу у изучающих русский язык как иностранный на продвинутом этапе обучения; разработка научно-обоснованного подхода к развитию письменной речи и навыка самокоррекции студентов на продвинутом этапе обучения с применением корпусных технологий. Практическая значимость проведенного исследования состоит в разработке методики формирования навыка самокоррекции с опорой на корпусные технологии в письменной речи иностранных студентов на продвинутом этапе обучения русскому языку; создании структурно организованной и последовательной системы упражнений по обучению письменной речи на всех этапах создания письменного текста, построенных на обращении к корпусным технологиям. Научная новизна исследования заключается в том, что в нем впервые системно описывается методика формирования навыка самокоррекции с опорой на корпусный инструментарий в обучении письменной речи как виду речевой деятельности на продвинутом этапе обучения РКИ.
This study investigates the integration of SITENAR CERYA as an innovative approach to enhancing English language learning at SMP Stella Matutina Salatiga. SITENAR CERYA combines traditional folktales with modern technology to create an interactive learning experience. Employing qualitative implementation methods, including interviews, focus groups, and classroom observations, this activity examines participants' perceptions and experiences with SITENAR CERYA. The evaluation revealed that 85% of students reported increased engagement with English learning, and 90% of teachers noted a significant improvement in students' cultural appreciation and language acquisition. Furthermore, quizzes conducted during the activity showed an average 20% increase in students' language proficiency. These findings highlight the effectiveness of merging cultural heritage with technology in educational settings, offering valuable implications for future language teaching practices.
Background: STEM (Science, Technology, Engineering, and Mathematics) education is critical in equipping students to meet the demands of the 21st century. This era is characterized by rapid technological advancements and an increasingly interconnected global economy. Despite its significance, STEM education faces several challenges that hinder its effectiveness and inclusivity. Objective: The primary objective of this study is to identify the key challenges in STEM education and propose strategies to overcome these obstacles, thereby fostering success in the 21st century. Methods: This research adopted an exploratory approach, utilizing qualitative secondary data from books, journal articles, and online resources published between 1938 and 2024. An extensive review of the literature was conducted to gain insights into the challenges and potential strategies associated with STEM education. Findings: The study reveals several challenges hindering the effectiveness of STEM education, including inadequate teacher preparation, lack of professional training, and a shortage of qualified educators. Gender disparities and the underrepresentation of women and minorities remain critical issues, alongside limited access to resources, technology integration difficulties, and societal perceptions that deter student interest. Low engagement levels, skill gaps in STEM fields, and challenges in cohesive curriculum development further exacerbate the problem. Additionally, time constraints and scheduling issues contribute to the complexity of addressing these challenges. To counter these obstacles, the study proposes strategies such as enhancing teacher training, promoting gender diversity, improving resource accessibility, integrating real-world applications, encouraging early STEM exposure, fostering student engagement, leveraging technology, creating collaborative learning environments, designing effective curricula, involving communities and parents, and utilizing continuous assessment and feedback mechanisms. These measures aim to build a more inclusive and dynamic STEM education framework. Conclusion: Addressing the challenges in STEM education requires a concerted effort from educators, policymakers, and stakeholders. By implementing these strategies, it is possible to create a more equitable and dynamic STEM learning environment, better preparing students for future demands. Novelty: This study offers a comprehensive synthesis of the challenges and actionable strategies in STEM education, combining historical perspectives with contemporary insights. It emphasizes the importance of inclusivity, resource accessibility, and innovative curriculum design to ensure the success of STEM education in the 21st century.
The present study, therefore, addresses the integration of pedagogical technologies in ceramic art education by specifically evaluating 3D modeling software and virtual reality (VR) simulations that are combined with traditional hands-on teaching methods. Through mixed-methods inquiry, the study empirically validates multiple narratives about these digital tools and explores their impact on students' technical skills, creative growth, and academic engagement. In comparison to the control group — which used typical teaching methods — that had a significantly worse result in terms of design innovation, spatial sensibility, and technical ability than the experimental one experimented with seeing reality by blending digital/design possibilities. While data from student reflections and instructor observations in this study indicated that using the digital tools led to greater agency, motivation, and social learning amongst students, there were also challenges identified, which included feelings of separation associated with some aspects of craft. The research in the study will argue that introducing a balanced use of digital tools can improve ceramic art education by augmenting creativity and protecting anchoring tactile processes. Future research could examine the durability of this pedagogical model and generalizability across art forms, as well as educational situations. This knowledge supports the current debate concerning technology-enhanced education with very practical aspects for educators, who are interested in updating their curricula without losing track of traditional craftsmanship.
Project Based Learning (PBL) has implemented as a teaching model in English class. This study aims to explore teacher’s and students’ perception on the use of PBL in speaking class. The study used descriptive qualitative research. It was carried out at SMPN 2 Ayamaru, and the sample of the study is an English teacher and three students. In collecting the data, the researchers used interview. There were six questions for teacher and five questions for students. The results show that both teacher and students had positive impression about the use of PBL in speaking class. The teacher used PBL because its characteristics were appropriate with speaking as tool of communication. PBL can help students in improving their speaking ability, besides PBL also promotes team and collaborative work among students. In doing a project, the students can give feedback toward language barriers when their mates did mistakes. The teacher also can provide feedback. Lastly, the students feel more confident in presenting the project because in PBL, the students did more practice in groups.
This study aims to investigate the effect of scaffolding on learners’ English writing skill. In order to carry out this study, sixty-one English major sophomore students were selected from faculty of Arts at Soran University in the academic year 2022-2023. For the purpose of data collection, a quantitative quasi-experimental method was used. Both pre-test and post-test were undertaken with two groups; the control group which received the tradi-tional method, and an experimental group who implemented the scaffolding instruction. Following the administration of tests, the students’ scores were collected, and the results were statistically analyzed. The findings of the study reveal that the students who received instructions through the scaffolding strategy performed better than those who have been taught with the traditional method. The study highlights the importance of using scaffolding strategies in language instruction and suggests that educators should incorporate these strategies into their teaching practices to enhance the language learning experience for their students.
Keywords: Scaffolding, Writing skill, EFL Learner
The important role of parental attention in motivating children to learn, by highlighting its significant impact on children's academic, psychological, and social development. Through consistent and in-depth attention, parents can not only help children overcome learning challenges, but also create an environment that supports the growth of children's confidence and motivation. The study identified two main types of motivation that are influenced by parental attention: intrinsic motivation, which is driven by the child's internal curiosity and satisfaction, and extrinsic motivation, which is influenced by external appreciation and recognition. In addition, emotional support from parents is essential for boosting children's self-confidence as well as helping them manage anxiety about failure, which often hinders their learning efforts. Consistency of parental attention also plays an important role in creating a stable and safe environment, which allows children to focus on their learning. The active involvement of parents in setting academic goals further strengthens the focus and motivation of children. Psychological theories such as Bandura's Social Learning Theory, Basic Needs Theory by Deci and Ryan, and Gardner's Multiple Intelligence Theory provide a deeper understanding of how parental attention affects not only academic performance, but also a child's emotional and psychological development. The results of this activity concluded that parental attention given lovingly and consistently is very important to motivate children to learn and support their overall development. The resulting recommendations include the need for training programs for parents in providing effective attention and the importance of collaboration between parents, schools, and communities in creating a supportive educational environment.
ResearchGate has not been able to resolve any references for this publication.