Mind in society: The development of higher psychological processes
... The theoretical frameworks underpinning this study are grounded in sociocultural theory and constructivist learning theory. Sociocultural theory, as articulated by Vygotsky (1978), emphasizes the role of social interaction in cognitive development and learning. This perspective is particularly relevant to language learning, where social contexts and interaction play a critical role. ...
... Constructivist learning theory, on the other hand, posits that learners construct knowledge through experiences and reflections on those experiences (Vygotsky, 1978). This theory aligns with the principles of corpus linguistics, which encourages learners to engage with authentic language use and inductively discover language patterns. ...
... This focus on the specific educational and cultural context of Vietnam is less explored in existing literature, which often centers on Western or more globally generic EFL teaching environments (e.g., Friginal, 2018;Xodabande & Nazari, 2022). The emphasis on culturally and contextually relevant corpus materials reflects the growing recognition of the importance of sociocultural factors in language learning, as advocated by sociocultural theory (Vygotsky, 1978). This aspect of the study offers new insights, showing how the principles of sociocultural theory are actualized in a specific educational setting, thus bridging the gap between theory and practice. ...
This qualitative study investigates the perspectives of Vietnamese linguistics scholars on the integration of corpus linguistics into primary English as a Foreign Language (EFL) education. Through semi-structured interviews with nine scholars from two leading Vietnamese institutions, the research explores the applicability, challenges, and strategies of implementing corpus linguistics for young learners in Vietnam. Participants, categorized into novice, mid-career, and near-end career stages, offer diverse viewpoints on this innovative teaching approach. The underpinning theoretical frameworks are sociocultural theory and constructivist learning theory. The thematic analysis reveals four key themes: tailoring corpus linguistics to young learners’ needs and abilities, the challenges in implementing corpus linguistics in primary EFL settings, the gap between theoretical knowledge and practical application, and the role of cultural context in corpus linguistics application. The study finds a consensus on the need for simplifying and contextualizing corpus materials to suit young learners’ cognitive and cultural backgrounds. Challenges identified include adapting corpus materials, teacher training inadequacies, and curriculum integration difficulties. The gap between theory and practice highlights the need for hands-on teacher training and comprehensive resource development. Furthermore, the importance of culturally relevant corpus materials is emphasized, balancing local and global cultural elements. This study contributes to the field of EFL education by highlighting the specific challenges and strategies for implementing corpus linguistics in the Vietnamese primary education context. It underscores the importance of culturally and pedagogically sensitive approaches in language teaching innovations.
... This study is informed by Vygotsky's (1980) Constructivist Learning Theory (VCLT). The theory has contributed to this study by presenting three main aspects, namely, social interaction (SI), the more knowledgeable other (MKO), and the zone of proximal development (ZPD). ...
... Lastly, the zone of proximal development refers to a learner's ability to perform a task independently and under the guidance of an educator or with peer association. Vygotsky (1980) postulates that in the ZPD, learning takes place when a child follows an adult or peers' way of doing things in using numbers and slowly develops to do the task without assistance. McLeod (2023) believes that educators can close the gap between what a learner cannot perform individually and that which they can do without help if the more knowledgeable person is introduced quite early. ...
... Vygotsky focused on the links between people and the sociocultural context in which they act and interact in shared encounters (McLeod, 2023). Vygotsky (1980) maintains that the said connections are mediated by using tools that have developed from their culture, for example, mathematical number sense skills and number figures. He suggests that children develop these tools as social functions to communicate only their needs and that once they have internalized these tools, they begin to develop higher thinking skills (Vygotsky, 1980;McLead, 2023). ...
Global and country-specific mathematics performance constitutes a major challenge, both for educators and policymakers. Realisation of the African Union Agenda 2013 hinges significantly upon transformation of education. In this regard, mathematics and science education, specifically, are instruments for scientific and technological development to position Africa on the same level as the global league of continents in the future. It is, therefore, important to develop amongst learners a good understanding of a mathematical concept such as number sense from an early age, given that students who have a good sense of numbers can manipulate figures to simplify calculations and have the confidence to approach problems in a variety of ways. It is for this reason that the present study investigates the intervention strategies implemented by educators in enhancing learners' understanding of number sense in the Ekurhuleni North District schools, Gauteng Province, South Africa. The study used a case study design and a qualitative research approach, both of which were supported by an interpretivist paradigm. The study made use of a semi-structured interview to gather data from mathematics teachers, learners, and a principal in the selected school. Research findings revealed that although mental computation, use of concrete props, use of the number line, and a counting strategy are some of the various strategies employed to enhance learners' understanding of number sense, teachers need to develop a sound understanding of number sense and be flexible in their approaches in order to assist learners. Based on the findings, it was recommended that curriculum designers and teachers concentrate on teaching methods to help students develop learners' number sense, as this can lead to potential mathematics success.
... The exponential growth of online learning during the pandemic added impetus to the exploration of how people learn together online (Ba et al., 2023;Guo et al. 2022;Lee et al., 2023;Lehtinen et al., 2023). Learning together (Dillenbourg, 1999) is grounded in principles of social constructivism (Pea, 1993;Vygotsky, 1978), where knowledge is co-constructed by members of an interacting group through a process of negotiation of meaning and validation of newly constructed knowledge. Traditionally, the co-construction of knowledge manifested in varied online discussion structures has been analyzed by qualitative content analysis examining the meaning of interactions between participants (Rourke et al., 2001). ...
... This view of learning has roots in both sociocultural theory and social constructivism (Duffy & Jonassen, 1992;Koschmann, 1996). Sociocultural theory predominantly attributed to Vygotsky (1978) focuses on how culture, context, and social interaction shape and influence learning (Kumpulainen & Wray, 2002), and emphasizes the significance of cultural and historical contexts, social interaction, peer collaboration, and the construction of new knowledge with the guidance of adults and peers. Unlike the cognitive perspective (Piaget, 1971), which emphasizes the individual's mental processes and relationship to a social context, the sociocultural perspective emphasizes the social nature of learning and places the learner within a social context. ...
... The Interaction Analysis Model (IAM, see Table 1), developed by Gunawardena and colleagues (1997), has been used as a research method by over 50 researchers nationally and internationally with over 2,551 citing it as a viable framework for analyzing social construction of knowledge in both formal and informal learning environments (Buraphadeja & Dawson, 2008;Megli et al., 2023b;Nguyen & Diederich, 2023;Sanchez, 2019;Valtonen et al., 2022;Lehtinen et al., 2023). Social construction of knowledge as discussed earlier, draws from sociocultural and social constructivist theories that establish the vital role socialization plays in the learning process (Pea, 1993;Vygotsky, 1978). The IAM describes five phases of coconstructing knowledge that correlate with Vygotsky's (1978) concept of a learner's movement from lower to higher mental functions. ...
Gunawardena et al.’s (1997) Interaction Analysis Model (IAM) is one of the most frequently employed frameworks to guide the qualitative analysis of social construction of knowledge online. However, qualitative analysis is time consuming, and precludes immediate feedback to revise online courses while being delivered. To expedite analysis with a large dataset, this study explores how two neural network architectures—a feed-forward network (Doc2Vec) and a large language model transformer (BERT)—could automatically predict phases of knowledge construction using IAM. The methods interrogated the extent to which the artificial neural networks’ predictions of IAM Phases approximated a human coder’s qualitative analysis. Key results indicate an accuracy of 21.55% for Doc2Vec phases I-V, 43% for fine-tuning a pre-trained large language model (LLM), and 52.79% for prompt-engineering an LLM. Future studies for improving accuracy should consider either training the models with larger datasets or focusing on the design of prompts to improve classification accuracy. Grounded on social constructivism and IAM, this study has implications for designing and supporting online collaborative learning where the goal is social construction of knowledge. Moreover, it has teaching implications for guiding the design of AI tools that provide beneficial feedback for both students and course designers.
... Félagsmenningarleg sýn (e. socio-cultural perspective) á nám barna leiddi rannsóknina (Vygotsky, 1978) þar sem áhersla er á áhrif félagslegs samhengis á nám og þroska barna. Þar er einnig áhersla á að leikurinn er helsta námsleið barna á leikskólaaldri, í gegnum hann laera þau samskipti og aefa sig að tilheyra samfélagi (Mennta-og menningarmálaráðuneytið, 2011). ...
... Í gegnum leik rannsakar barnið umhverfi sitt, það tjáir tilfinningar sínar, leysir vandamál og styrkir persónuleika sinn um leið og það aefist í að eiga í samskiptum við önnur börn (Katz og McClellan, 1997;Wood, 2013). Vygotsky (1978) lagði áherslu á að í leiknum gaetu börnin meira en í raunveruleikanum og gjarnan er sagt að þau séu höfðinu haerri í leik. Sum börn nýta gjarnan leikinn til að takast á við aðstaeður sem þau ráða ekki við í raunveruleikanum. ...
... Sum börn nýta gjarnan leikinn til að takast á við aðstaeður sem þau ráða ekki við í raunveruleikanum. Það sem barnið getur í leiknum, getur það síðar í raunveruleikanum (Lillemyr, 2009;Vygotsky, 1978). Bodrova (2008) leggur áherslu á að hlutverk fullorðinna í leik sé afar mikilvaegt. ...
Markmið rannsóknarinnar var að varpa ljósi á hvernig innleiðing flæðis í leikskólastarf getur stutt við samskipti barna og meðvitund starfsfólks um eigið hlutverk. Auk þess var sjónum beint að hlutverki faglegs leiðtoga í breytingaferli. Margar rannsóknir sýna að leikskólabörn læra best í gegnum leik þar sem áhugi þeirra og frumkvæði fær að njóta sín. Rannsóknir sýna jafnframt að flæðisskipulag í leikskólum veitir börnum meira vald yfir eigin námi sem styður um leið við vellíðan þeirra. Í rannsókninni sem hér segir frá er byggt á kenningu Csikszentmihalyi um flæði þar sem megináherslan er á frumkvæði og áhuga barna. Einnig er stuðst við kenningar um forystu þar sem litið er á mikilvægi hlutverks faglegs leiðtoga í að innleiða breytingar og styðja starfsfólk í því ferli. Rannsóknin var með starfendarannsóknarsniði, fór fram í einum leikskóla og stóð yfir í tvö ár. Fyrri rannsóknir hafa sýnt að aðferðafræði starfendarannsókna sé áhrifarík nálgun til að þróa starfshætti og innleiða breytingar. Gögnum var safnað með fjölbreyttum hætti, eins og viðtölum, vettvangsathugunum, ljósmyndum og dagbókarskrifum. Gögnin voru greind með þemagreiningu. Niðurstöðurnar benda til þess að innleiðing flæðis hafi haft áhrif á samskipti barnanna í leikskólanum. Þau urðu glaðari og árekstrum þeirra á milli fækkaði. Starfsfólkið upplifði minni streitu í starfi og aukin tækifæri til sveigjanleika. Ígrundun og samtal á milli starfsfólks studdi það í að skilja og verða virkt í flæðisskipulaginu. Rannsóknin er mikilvægt innlegg í umræðu um leikskólastarf og styður einnig við hugmyndir um að starfendarannsóknir séu góð leið til að bæta skólastarf.
... This idea is also in line with Vygotsky, (1978) notion of the zone of proximal development, which concerns tasks in which the difficulty is situated between what learners could accomplish alone and what they could accomplish (and master) with assistance. This approach helps to foster learning by stepwise mentally organizing coherent structures and integrating these with pre-built structures from previous attempts (the long-term memory). ...
... Second, an adaptive system will be developed in which the support level is adjusted based on the realtime estimated ability of each learner. Driven by the theories of scaffolding (Reiser, 2009) and the zone of proximal development (Vygotsky, 1978), beginning learners will be given more elaborated instructions than advanced learners. This will enable us to investigate whether this adaptive approach is beneficial compared to a nonadaptive approach in which the support level fades out regardless of the ability of the learner. ...
Background
Augmented reality (AR) is receiving increasing interest as a tool to create an interactive and motivating learning environment. Yet, it is unclear how instructional support affects performance in AR.
Objectives
This study sought to explore how varying the instructional support in AR can affect performance‐related behaviours of students with low cognitive abilities during assembly work.
Methods
A total of 90 Belgian secondary school students repeatedly executed four different realistic assembly tasks. Three levels of instructional support (low, medium, and high) in AR as well as a control condition with paper instructions with a high level of detail were systematically varied across tasks and participants.
Results and Conclusions
Multilevel regression analyses showed that AR instructions yielded lower assembly times and a lower perceived physical effort than paper instructions. Additionally, participants perceived tasks as less complex when given AR instructions with a high or a medium level of detail than when given a low level of detail. No effects of instructional support were established for other performance‐related behaviours, namely necessary assistance, error‐making, cognitive load, competence frustration, and stress. Effect sizes were small, at least among the instructional support conditions studied, yielding a limited base for adaptivity. Presumably, tailoring the instructional support in AR is only beneficial for highly complex tasks. The results might be useful for the design and implementation of AR in educational settings.
... In view of Lev Vygotsky's theory of development, the learner requires assistance from a more knowledgeable person (teacher, parent or peer) to move to independent problem solving, the level of potential development or Zone of Proximal Development (ZPD) through scaffolding (Vygotsky, 1978). Successful scaffolding blended with the problem-solving technique of learning put the learner at the centre of learning (Polya, 1945). ...
... He redefined the role of the teacher as a facilitator in the classroom, who design lessons to help learners discover the relationships and piece bits of information together. The teacher has to give learning activities or information without organizing for them and scaffold them to the required level of mastery (Vygotsky, 1978). Learning activities given should fall within learner's zone of proximal development, this is motivating for continues learning keeping in mind that activities beyond the zone result in failure and frustration of learner. ...
... Understanding the degree of peer engagement meshes well with sociocultural theory (Vygotsky 1978), which emphasises the importance of social interaction in learning and asserts that learning happens when students engage with others. Peer engagement in collaborative tasks can be viewed as collective scaffolding among students (Donato 1994), where individuals work together to assist each other in learning, rather than relying solely on a teacher or expert. ...
... This involves students providing support to each other through discussions, feedback, and collaboration to promote learning within their own zone of proximal development (ZPD). ZPD refers to the difference between an individual's current level of knowledge and their potential level of development with guidance or support from more knowledgeable individuals (Vygotsky 1978). This theoretical framework posits that students can attain higher levels of learning by engaging in peer interaction, whereby they actively operate within their respective ZPDs. ...
Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation, and discourse. Moreover, the association between quality of negotiation and students’ writing process is elusive. This study aims to examine the way students discussed different aspects of writing during interaction and explore the impact of quality of negotiation on students’ subsequent writing and revisions. Data were collected from an intact academic writing class at a New Zealand university, where students formed groups to produce a single text per group over 12 weeks. Results showed that students discussed content and organisation more than language, and different qualities of negotiation were associated with different writing and revision outcomes. In addition, students discussed both local and global aspects of writing, and quality of negotiation is an important factor that mediates students’ writing and revision behaviours.
... By employing a sociocultural approach to learning and responsive teaching (Hatano & Wertsch, 2001;Vygotsky, 1978), we scrutinise how teachers can facilitate wholeclass conversations by mobilising, taking up, and refining students' experiences and ideas emerging in preceding group work activities. To empirically examine this issue, we analyse sequences of classroom interactions where students' experiences from their lifeworld are invoked in a) settings where student engage in small group activities and b) teacher-facilitated whole-class conversations. ...
... From a sociocultural perspective, learning is understood as a dynamic meaning making activity enacted in negotiations between and among interacting participants (Danish & Gresalfi, 2018;Vygotsky, 1978). Furthermore, the mediating role of semiotic and cultural tools is emphasised. ...
Previous studies have shown both benefits and challenges of group work and whole-class activities in educational settings. One overall finding in the existing literature is that it is challenging for teachers to facilitate whole-class conversations that realise the rich potential of student discussions and undertakings during group work. This article investigates how teachers can facilitate productive consolidating whole-class conversations building on students’ group work experiences by enacting responsive teaching practices, implying foregrounding students’ experiences and ideas, and pursuing the substance of the students’ experiences and ideas in instructional work. Based on a sociocultural perspective, we analyse sequences of classroom interactions where students’ experiences from their lifeworld are invoked in a) settings where student engage in small group activities and b) teacher facilitated whole-class conversations. The educational context is a science project about genetics involving lower secondary school students and their science teacher. Our analysis shows that in group work settings, students’ everyday experiences are invoked but are seldom picked up on and pursued in group conversations as resources for engaging with science matters. In whole-class conversations facilitated by the teacher, especially in situations in which the teacher assumed a responsive teaching approach, students’ everyday experiences were more often realised as resources for shared meaning making and engagement with scientific concepts and ideas. We discuss this study’s implications for teachers designing productive learning activities that combine group work and whole-class activities.
... Además, la forma en que se enseñan las matemáticas en preescolar también está influenciada por la evolución de las teorías pedagógicas. Vygotsky (1978) sostiene que "la interacción social y el apoyo de los adultos son cruciales en el proceso de aprendizaje de las matemáticas en la infancia temprana". Esto resalta la importancia de la interacción y el entorno de aprendizaje en la formación matemática de los niños. ...
... Además de estos objetivos cognitivos, la enseñanza de las matemáticas en preescolar también se enfoca en el desarrollo de habilidades socioemocionales. Vygotsky (1978) destaca que "la interacción social y el apoyo de los adultos son cruciales en el proceso de aprendizaje de las matemáticas en la infancia temprana". La colaboración en actividades matemáticas promueve la comunicación, el trabajo en equipo y la resolución de conflictos, habilidades que son esenciales en la vida cotidiana y en la educación formal. ...
Este proyecto de investigación profundiza en las percepciones, desafíos y enfoques pedagógicos de futuros maestros de preescolar en el contexto de la enseñanza de las matemáticas a niños pequeños. La recopilación de datos se llevó a cabo principalmente a través de entrevistas en profundidad con los participantes, estructurando las entrevistas en torno a preguntas abiertas que les permitieron expresar sus opiniones y experiencias con respecto a la enseñanza de las matemáticas en el entorno preescolar. Además, se empleó una guía de entrevista que abordaba temas específicos, como la formación de maestros, enfoques pedagógicos y actitudes hacia las matemáticas en preescolar. Se utilizó un método de muestreo no probabilístico intencional para seleccionar a 20 participantes inscritos en un programa de educación preescolar. El estudio ha revelado valiosas percepciones sobre la importancia de enseñar matemáticas en la educación preescolar, los desafíos significativos que enfrentan los educadores, sus enfoques pedagógicos, estrategias para fomentar actitudes positivas hacia las matemáticas y la influencia de las actitudes y la formación del maestro en su capacidad para enseñar matemáticas en preescolar. La mayoría de los participantes considera que las matemáticas son de gran importancia en la educación preescolar, enfatizando la accesibilidad a conceptos matemáticos y la adaptación a las diferencias individuales como desafíos destacados. Pedagógicamente, los participantes tienden hacia enfoques basados en el juego y la exploración, y promueven la resolución de problemas y el pensamiento crítico. Demuestran un compromiso en abordar las diferencias individuales y promover una actitud positiva hacia las matemáticas. La mayoría ha recibido formación específica en matemáticas como parte de su educación como maestros y emplea la observación continua y la retroalimentación como su principal estrategia de evaluación.
... Teachers can participate in a community by interacting and communicating socially, informally, and situationally (Dewey, 1916;Lave & Wenger, 1991;Quennerstedt & Maivorsdotter, 2017;Schon, 1983;Vygotsky, 1978). As one of the most effective professional development ways for teachers is to form a team, network, or community (Goodnough, 2004;MacPhail et al., 2014;Parker et al., 2012;Vescio et al., 2008), experienced and novice teachers' can promote their professional learning and teaching through social interactions (Barak et al., 2010. ...
... Andragogy, as posited by Knowles (1975Knowles ( , 1980, elaborates on the distinct way adults learn with some specific features, as they are internally motivated and responsible, highly engaged to learn, readily in search of constructive feedback, active directors of their actions, eager to learn from experiences and apply new knowledge, and ardent agents in their first practices. As social activities can lead to participation, modifications, and actions (Wallerstein & Bernstein, 1988), its theoretical framework derives from sociocultural theory, pointed out by Vygotsky (1978), that cognition and interaction are closely interrelated. Hence, CAR enjoys planning, acting, and reflecting socially (Adelman, 1993). ...
Teachers' professional development has been a widely discussed matter in the literature. Thus, a diverse range of frameworks was introduced to enhance teachers' knowledge, experience, and skills. One such significant tool to boost teachers' knowledge and competence can be collaborative action research (CAR). Although action research and collaborative professional development received sufficient scholarly investigation separately, CAR, which is not been explored in Iran, can have numerous implications and benefits. The current study explored Iranian in-service language teachers' perceptions of the implementation of CAR, motivating them to reflect in a professional community of practice (CoP). Thus, ten teachers were selected through purposive sampling, and data were analyzed thematically. The result indicated that teachers gained personal, social, and professional benefits from CAR in a CoP and became motivated to reflect on their practices regularly through CAR. Moreover, teachers became systematic, reflective, collaborative, creative, curious, supportive, agentic, engaged, and conscious, which can be the foundations for motivating reflective practices. This study encourages teachers, teacher educators, and stakeholders to incorporate CAR in a CoP in order to motivate teachers' reflective practices for professional development.
... Inquiry skills such as scientific reasoning and problem-solving need to be experienced, learned, and developed in and through social interactions as higher cognitive skills are developed in intrapsychological relationships first and internalized at inter-psychological levels later (Vygotsky, 1978;Roth, 2013). For instance, to teach students the importance of evidence in science problem solving, teachers provide problem contexts that require evidence-seeking strategies to solve the problems. ...
... When engaged in small-group problem solving, students demonstrated their own inquiry process by sharing areas of wonder and questions, testing hypotheses, and reasoning and applying knowledge to explain their findings. Based on the sociocultural theory of learning (Vygotsky, 1978), students' inquiry skills are developed through participating in inquiry processes; thus, effective teacher scaffolding that invites students to participate in the inquiry process in a collective space is critical. Researchers posit that teacher modeling of higher cognitive thinking skills such as scientific reasoning and inquiry skills is essential for students to learn and practice the skills in their own discourse (Chinn, O'Donnell, & Jinks, 2000;Cohen et al., 2002;Gillies, 2004). ...
Inquiry-based teaching has been emphasized to enhance students’ knowledge and skills and create a culture of science in science classrooms. Many teachers understand inquiry as hands-on activities, and under the pressure of content-based curriculum, they plan hands-on activities to develop students’ science content knowledge described in the curriculum. This leads to science teaching as scripted performance-based teaching rather than creative and co-constructive knowledge building and problem solving. To develop inquiry abilities, students need opportunities to critically and constructively share and discuss their ideas, reasons, and alternatives in problem-solving contexts beyond managing experiments. Whole-classroom talk has been recognized as a cognitive and social tool to create a joint space of learning when teachers go beyond the traditional ground rules of the Initiation-Response-Follow-up/Initiation-Response-Evaluation (IRF/IRE) approach in classroom interactions. This study investigates examples of teacher scaffolding during whole-class discussion where an elementary teacher attempts to connect and expand hands-on activities with knowledge building, reasoning and problem-solving. This study examines specific scaffolding strategies used by the teacher during whole-class discussion and explores how the strategies develop a co-constructive learning community for students to enhance their knowledge, reasoning and problem-solving skills. The study employed a descriptive and explanatory case study model to look closely at a Grade 5-6 classroom over 4 months, with a specific focus on the dynamics of student and teacher interactions during classroom activities and discussions. During the course of the study, one teacher and 23 students worked on the science unit of electricity and electromagnetism. All science classes were video and audio taped and later transcribed to analyze the classroom talk, the teacher’s scaffolding strategies, and students’ learning. Research findings show that the teacher continuously demonstrated the strategies of a) probing and expanding the boundaries of thinking, b) developing collective reasoning and problem solving, and c) participating and modeling the inquiry process with students. These scaffolding strategies distributed the agency of reasoning and problem solving in a collective learning community and encouraged students to become knowledge inquirers and problem solvers. The study describes the pedagogical implications of whole-classroom talk through a discussion about how these strategies are related to and different from the widely practiced IRF/IRE approach in order for teachers to reflect and transform the practice of classroom talk into inquiry-based teaching. Keywords: Teacher scaffolding, collective inquiry, whole-classroom talk, elementary science On a favorisé l’apprentissage fondé sur l’enquête comme approche pour rehausser les connaissances et les habiletés des élèves et pour créer une culture de la science dans les cours de science. Plusieurs enseignants perçoivent l’enquête comme consistant en des activités pratiques et, sous la pression du curriculum basé sur le contenu, ils organisent des activités pratiques pour développer chez les élèves les connaissances en sciences selon le contenu décrit dans le programme d’étude. Cela mène à un enseignement des sciences qui est structuré et ancré dans la performance, plutôt qu’au développement créatif and collaboratif des connaissances et des capacités en résolution de problèmes. Afin de développer des compétences en enquête, les élèves ont besoin d’occasions de partager et de discuter, de façon critique et collaborative, leurs idées, leurs motifs et leurs solutions aux problèmes dans des contextes qui dépassent celui des expériences gérées. Les discussions impliquant la classe dans son ensemble sont reconnues comme étant un outil cognitif et social qui crée un espace d’apprentissage partagé quand les enseignants vont au-delà de l’approche traditionnelle d’initiation-réponse-suivi et initiation-réponse-évaluation pour gérer les interactions en classe. Cette étude se penche sur des exemples d’échafaudage pendant une discussion impliquant l’ensemble de la classe où un enseignant à l’élémentaire tente de faire le lien entre les activités pratiques d’une part et le développement des connaissances, de la capacité de raisonnement et des aptitudes en résolution de problèmes d’autre part. Cette étude examine des stratégies d’échafaudage spécifiques qu’emploient les enseignants pendant les discussions impliquant l’ensemble de la classe et explore la façon dont ces stratégies mènent au développement d’une communauté d’apprentissage collaborative où les élèves augmentent leurs connaissances, leur capacité de raisonnement et leurs habiletés en résolution de problèmes. L’étude repose sur un modèle d’étude de cas descriptive et explicative pour examiner une classe de 5e-6e pendant 4 mois, en portant surtout attention à la dynamique des interactions entre les élèves et l’enseignant pendant les activités et les discussions en classe. Au cours de l’étude, un enseignant et 23 élèves ont travaillé sur une unité en science portant sur l’électricité et l’électromagnétisme. Tous les cours de science ont été enregistrés sur bande vidéo et sonore et ensuite transcrits et analysés pour les conversations en classe, les stratégies d’échafaudage employées par l’enseignant et l’apprentissage des élèves. Les résultats de recherche indiquent que l’enseignant a constamment employé les stratégies suivantes: a) explorer et repousser les limites de la réflexion, b) développer la résolution de problèmes et le raisonnement collectifs, et c) montrer le processus d’enquête aux élèves et y participer. Ces stratégies d’échafaudage ont distribué les capacités de raisonnement et de résolution de problèmes dans une communauté d’apprentissage collectif et elles ont encouragé les élèves à devenir des chercheurs de connaissances et des personnes capables de résoudre des problèmes. L’étude décrit les retombées pédagogiques des discussions impliquant toute la classe et ce, en discutant des similarités et des différences entre les stratégies d’échafaudage et l’approche courante d’initiation-réponse-suivi et initiation-réponse-évaluation. Cette discussion se veut une invitation à la réflexion aux enseignants afin qu’ils transforment la pratique des discussions en classe en un enseignement reposant sur l’enquête. Mots clés : échafaudage par les enseignants, enquête collective, discussion impliquant toute la classe, science à l’élémentaire
... When you make time for the joyous generation of ideas that come from talking, you build writers' revision repertoires. These conversations writers have become an internal part of their independent thinking process (Vygotsky 1978). ...
... This immediacy in support is reminiscent of Vygotsky's influential concept of the Zone of Proximal Development, which emphasises the pivotal role of timely assistance in enhancing a student's developmental trajectory (Vygotsky, 1978). While in the past this guidance predominantly came from human tutors, the advent of modern technology has positioned AI tools as the new facilitators of such support. ...
... In addition, they should consider the benefits of using multiple theoretical frameworks, as this can provide a more comprehensive and nuanced understanding of their research topic. Some examples of commonly used theoretical frameworks in SLTE research include social constructivism, critical theory, and sociocultural theory (Nunan, 1992;Vygotsky, 1978). ...
This paper presents a comprehensive and rigorous systematic review of the trajectories and challenges in Research Articles (RAs) of Second Language Teacher Education (SLTE) from 1980 to 2020. The RAs were carefully retrieved from two sources: (1) a pool of 100 top-tier journals based on SCImago Journal Ranking (SJR) in Linguistics and Language category and (2) seven well-known electronic databases. This study used thematic analysis. After conducting full-text screening and data extraction, each study was systematically coded for publication contents, themes, theories, and variable levels. Each study was further coded for methodological features, including research design, analyses, and sampling. The findings indicate a rapid and consistent growth in SLTE research with a notable emphasis on Teacher Professional Development Programs (TPDP), research in teacher education, psychology in teacher education, culture, knowledge-based teacher education, and CALL. In addition, analysis of the data revealed several trajectories, including fewer publications in teacher education journals compared to other journals, lack of adherence to a clear theoretical framework in 27% of the studies, limited use of software in qualitative studies, and underdeveloped themes that received little attention. This review sheds light on the most significant and emerging areas of research in the field, and the article concludes with implications for SLTE scholars, researchers, and practitioners.
... The effects of play are demonstrated in innovative companies where it has promoted positive attitudes, behaviours and social outcomes (Schmidt & Rosenberg, 2014;Brown, 2009;Burke;2016), such as LEGO Group, Google Inc., and IDEO LLC (West, Hoff & Carlsson, 2014). This study adopted the Social Constructivist Learning Theory (Vygotsky, 1978), positioning that learning and knowledge gain are active processes within a social context. People, collaboration and developing collegial relationships was fundamental to the participants learning process. ...
This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.
... This kind of condition may also occur in a university student (Latva, 2001). This essentialsightis built on Feuerstein's (1990Feuerstein's ( , 1991 and Vygotsky's (1978) mediation theories, which are balancing to each other. Particularly, the theories ofstructural cognitive modifiability and mediated learning experience propound a wide-ranging theoretic backdrop to look at the two main scholars' theoretic principles (mediated learning perspectives) for investigating mediation tools to explore students' conceptions on cloud computing tools during reading and vocabulary lessons. ...
As electronic technology and interaction advance because of the quick bursts of digital tools and texts, there is an indubitable necessity for an amalgamation of language learning with authoring tools that appreciably edify English language skills. Accordingly, thisstudy purposes to explore the conceptions of university-level learnersaproposof theuseof cloud computing tools for vocabulary and reading instruction in object-oriented learning environment. The participants of the study were students in two pre-existing classes for the experimental groups. To realize the study, two sets of post-mediation questionnaires, including 31 items for each reading and vocabulary instruction, were distributed to collect data from students.Diaries were also selected for qualitative analysis. The findings showed that the treatment (tool mediation) had a positive impact on university-level EFL learners' vocabulary learning and reading comprehension skills. Finally, educators should use their ingenuity to impart EFL language teachers and students with cloud computing tools in object-oriented schoolrooms and to design a chair-based learning technique, procedure, strategy, and policy technologically.
... (Mahnaz Moallem, 2001)states that constructivism speculates that knowledge does not exist independently of the learner, but is constructed by the learner. Learning is basically a social activity (Vygotsky, 1978). Constructivists claim that it is we who form or construct knowledge, based on our theory or experience, (Nola, 1997, p.32). ...
Success in education and learning is determined by the willingness and ability of students in designing and planning learning. The ability to plan, design, implement, and evaluate learning is included in metacognition. The urgency in the research is that not all teachers are able to design a learning approach for the development of students' metacognitive abilities. Some of the learning approaches implemented by the teacher are still not applicable. If this is allowed, it will have an impact on students' low metacognition. The type of research used is pre-experimental One Group Pre-test – Post Test Design.The research target schools were 186 Bandar Lampung State Elementary Schools. The sample was taken by stratified random sampling, namely SD with an Accreditation so that 40 State Elementary Schools were obtained. The research subjects were students in grades 1, 2 and 3 in each sample school. The results showed that the constructivist approach can improve students' metacognitive abilities. Students who have high metacognitive abilities can develop knowledge, find ideas, conclude lessons, develop problem solving strategies, estimate time estimates, have high creativity and have independence in learning.
... The study's theoretical foundation is the social learning theory of Vygotsky. According to Vygotsky's (1978) theory, social interaction can help people learn the necessary knowledge, attitude, and abilities. ...
There is an urgent need to improve students’ achievement in Chemistry in Nigeria using innovative teaching methods due to the available empirical evidence. This study therefore examined the effect of CWPT (class-wide peer tutoring) on the academic achievement of chemistry students in Anambra State, Nigeria. Additionally, it looked into the moderating effect of gender on students' chemistry achievement as well as the interplay between gender and instructional tactics. Data was gathered from 78 Senior Secondary two (SS2) Chemistry students using a 30 multiple-choice items Chemistry achievement test created by researchers. The Kendall's Coefficient of Concordance (w) was used to get the reliability index for CAT, which was 0.92. Pre-test and post-test non-equivalent control group quasi-experimental design was the methodology utilized in the study. Mean and standard deviation were used to respond to the study questions, and ANCOVA was used to assess the hypotheses. The findings of the investigation showed that CWPT improves students' achievement in chemistry more than the lecture technique does. Additionally, neither gender nor the interaction between gender and instructional strategies had a statistically significant impact on students' achievement in chemistry. It was concluded that CWPT promotes gender equity in chemistry learning and Improves students’ achievement in Chemistry.
... Vygotsky, en su teoría sociocultural, aporta la idea de la "zona de desarrollo próximo", resaltando la importancia de la interacción social y la enseñanza guiada. Según Vygotsky (1978), "lo que el niño puede hacer hoy con ayuda, lo hará mañana solo". ...
RETOS DE AMERICA LATINA EN EDUCACION Y SOSTENIBILIDAD ¿Cuál es la progresión del desarrollo humano y su incidencia en la educación? PRESENTADO POR
... Our theoretical framework for the PEFIP was developed by incorporating Vygotsky's (1967Vygotsky's ( , 1978Vygotsky's ( , 1997 perspectives and research regarding the cultivation of self-regulation and executive functioning skills. Additionally, we integrated contemporary experimental studies conducted in recent years to provide a comprehensive foundation for the PEFIP. ...
The current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with 42 in the experimental group and 34 in the control group. Teachers provided assessments of the children's executive functions through the Childhood Executive Functions Inventory, while independent researchers employed the Head–Toes–Knees–Shoulders task to evaluate the executive functions of the children. The play-based PEFIP sessions were administered to the experimental group children twice a week for a duration of 10 weeks. Results from the two-way repeated measures analysis of variance (ANOVA) indicated that children in the experimental group exhibited higher levels of teacher-reported working memory, inhibitory control, and performance-based executive function compared to their counterparts in the control group. Furthermore, this improvement in the children persisted in the follow-up assessment conducted 5 weeks after the program's completion. These outcomes underscore the efficacy of play-based interventions in bolstering children's executive functions.
... An explanation for this specific finding could be that teachers who set up proper goals for students support their sense of competency. More specifically, it is possible that when a teacher sets up realistic goals in the zone of proximal development of students (Vygotsky, 1930(Vygotsky, -1934(Vygotsky, /1978, then students will progress better and the teacher would get a confirmation that their approach to goal setting is an appropriate one. Unexpectedly, this relationship was not visible for the other two domains of teachers' self-efficacy: cognitive activation and motivating students. ...
Teacher beliefs and practices related to them could provide varying opportunities for students to develop their agency related to learning math. The aim of the current paper is to explore how different math teacher beliefs (concerning the nature of mathematics, constructivist beliefs, and self-efficacy) relate to different dimensions of student agency in primary education. A two-level multilevel model was analyzed to find out to what extent selected teacher beliefs are associated with student math competence and agency dimensions. The study was conducted in Estonia and data from 3rd and 4th grade students (N = 1557) and their teachers (N = 121) was included in the analysis. The results showed that teacher self-efficacy beliefs, constructivist beliefs, and static views on the nature of mathematics were related to students’ agency dimensions. Possible explanations and directions for further studies are discussed.
... These findings align with the theoretical framework of language acquisition, particularly the socio-cultural theory by Vygotsky (1978), which emphasizes the role of social interactions and cultural context in language learning. The students' informal learning methods, such as watching English films and using social media, reflect the importance of immersion in real-life language contexts, promoting language acquisition beyond the classroom. ...
at the Faculty of Languages and Literature, Makassar State University. The subjects of this research were fourth-semester students of the English Education Study Program, Department of English, because in that semester there were Learning and Teaching courses. This research wants to see what the student's language learning model is. Students in the fourth semester of the 2021/2022 academic year who took this course in 5 classes consisted of 210 students. However, this research was only carried out in 2 (two) classes, namely classes D and E with a total of 82 students. This research uses a qualitative approach, namely Qualitative Descriptive research. The results of this research show that Students' English language skills are obtained a little differently with only 2 (two) ways of learning English, namely formal and informal, Students' ways of learning English are slightly varied and utilize technology, including: Watching English films/videos; Listening to English songs; YouTube; TikTok; Internet/ Google; Memorizing vocabulary; English podcasts; Practice; Social media; book; and Games.
... Our study provides practical implications that adhere to Vygotsky's sociocultural theory (1978) by endorsing collaborative learning, problem-based learning, and flipped classrooms within AI education (Vygotsky, 1978). These methods foster peer learning, critical thinking skills development, and real-world applications, as well as align with the literature's emphasis on social interactions and guided learning (Koob & Funk, 2002; Lee, 2021). ...
This study investigates the experiences and motivations of Saudi Arabian computer science students (aged 18 and above) in their pursuit of knowledge in Artificial Intelligence (AI). It employs a cross-sectional design using web-based surveys. Findings indicate that students recognize AI's transformative potential in computer science and express a willingness to embrace it in their careers. However, confidence levels vary regarding using AI tools, understanding healthcare AI, and assessing AI's impact on computer science education. The study emphasizes the significance of intrinsic motivation, experiential learning, and pedagogical strategies like collaborative learning in AI education. Additionally, it underscores the importance of addressing gender and diversity considerations to create inclusive AI learning environments. In conclusion, this research provides valuable insights into computer science students' experiences and motivations in AI education. It offers practical implications for enhancing AI pedagogy, reducing barriers to learning, and promoting diversity and inclusivity in the AI field. Educators can empower students to navigate the dynamic AI landscape effectively by tailoring educational approaches to individual learner needs. | KEYWORDS
... According to Vygotsky, comprehending human mental processes requires examining their growth and development. Vygotsky posits that the nature of a phenomenon reflects the transformations it has undergone and the diverse elements that have entered into its development (Vygotsky 1978). ...
Background: Science teaching and learning, as discursive practices , occur through the utilization of various semiotic modes. Gestures play a pivotal role as an embodied mode that acts in conjunction with speech in oral communication settings, such as classrooms. Previous research on gestures in chemistry and science education has illuminated how interactions involving different types of gestures can enhance learning opportunities for students. However, the investigation of recurrent gestures and their potential function as emblems in classroom discourse remains unexplored. Purpose: The objective of this article is to illustrate how catchments or recurrent gestures were constructed, used, and, to some extent, evolved into emblems within the interaction between an organic chemistry teacher and her students throughout an entire semester. Sample, design and methods: For the duration of an entire semester , we non-intrusively observed and recorded video footage of one class from an introductory organic chemistry course taught by an experienced university teacher. Our analysis to identify recurrent gestures involved a thorough examination of the lesson recordings. In addition, we scrutinized other semiotic modes that coincided with the recurrent gestures and assessed the metafunction of the words spoken during gesturing. Results: During our observation, we noted the occurrence of 23 catchments, with four of them recurring more than 100 times throughout the semester. These four recurrent gestures were closely tied to fundamental concepts considered crucial in the realm of organic chemistry. Remarkably, three out of these four catchments were consistently associated with visual representations. Conclusion: Recurrent gestures serve as a means to embody and impart materiality to exceedingly abstract content. By employing such gestures, the teacher managed to associate unfamiliar and abstract domains with familiar and concrete domains. This process of materialization and embodiment aids in perceiving these concepts as tangible entities that can be manipulated in accordance with their own rules.
... Such learning may be facilitated through implicit decision mechanics or associative mechanics, which require the player to make inferences about the narrative based on clues from the narrative context (Bauer & Suter, 2021). Similarly, narrative mechanics hold the potential to simulate a collaborative learning experience through interactions with pedagogical agents (Dickey, 2015;Stahl et al., 2014;Vygotsky, 1978). Such interactions offer a simulated approach to dialogical learning, a participatory process in which "learners construct new meaning and transform their collective experiences into knowledge through their conversations" (Baker et al., 2005, p. 412 From a constructionist perspective, narrative mechanics become an "object-to-think-with" through which the player felicitously engages with the narrative context to create a learning artifact (Kafai, 2014;Papert, 1991), which in this case can be the record of an instantiated narrative produced by a playthrough (Koenitz, 2015). ...
Research on narrative in game-based learning (GBL) is barely in its infancy (Dickey, 2019), but there is an opportunity to gain a foothold on understanding how game narrative can be designed to support learning. In this paper, we will construct an evidence-centered design (ECD; Mislevy et al., 2003) model of narrative in GBL, first by unpacking theoretical foundations of Interactive Digital Narrative (Koenitz, 2015), then aligning those theoretical foundations with core design elements of game narrative and an existing narrative design model rooted in cognitive narratology (Dubbelman, 2021). This will be followed by a discussion of how narrative mechanics can support learning, from the perspective of the learning sciences. We will then integrate these theoretical, design, and learning foundations into a proposed ECD model that aligns narrative mechanics with learning objectives. Finally, we will conclude with some considerations for future research on narrative in GBL.
... Porém, tais artefatos só possuem sentido no contexto histórico e social para o qual ou no qual foram produzidos. Dessa forma, pode-se dizer que os sujeitos encontram-se inseridos em culturas nas quais suas interações com o mundo são mediadas por artefatos, e que o uso e produção de artefatos pode ser tanto gerador de conhecimento quanto de aprendizagem [Vygotsky 1978]. Ou seja, a aprendizagem é resultante da interação entre sujeitos e da internalização de significados compartilhados. ...
Resumo. Contribuindo para a investigação acerca de modelos alternativos de educação, o projeto DEMULTS estrutura-se como uma Comunidade de Prática em contextos escolares, que tem o objetivo de desenvolver jogos digitais educacionais usando métodos de Design Participativo com adolescentes. Este artigo apresenta algumas congruências entre Comunidades de Prática e Design Participativo em situações educacionais, relacionadas à aprendizagem por meio da participação ativa em práticas sociais. Nesse contexto, são também discutidos os desafios encontrados no DEMULTS relacionados aos processos de: engajamento de educadores e educandos; integração de conteúdos curriculares aos jogos; e construção de conhecimento durante o processo, tanto em termos dos conceitos científicos, quanto das ferramentas cognitivas necessárias para desenvolver jogos digitais. Abstract. Contributing to the investigation about alternative educational models, the DEMULTS project is structured as a Community of Practice in the school, with the goal of developing educational digital games using methods of Participatory Design with adolescents. This article presents some congruencies between Communities of Practice and Participatory Design in educational situations, related to learning through active participation in social practices. In this context, we also discuss challenges faced in the DEMULTS project related to the processes of: educators and students' engagement; integration of curricular contents to the games; and knowledge building during the process, in terms of scientific concepts but also cognitive tools needed to develop the games.
... . , (Vygotsky, 1978). ...
Objectives: The study aim to examine the relationship between parents’ math expectations and young children’s math achievements by focusing on the mediating effects of home math practices according to difficulty level and dependency on private math education. Thus, an objective of the current study was to investigate the proper educational environment for enhancing young children’s math achievements.Methods: A total of 297 children aged 4 and 5 years and their parents were included in the study. Parents were surveyed regarding the Home math environments and controlling variables. Home math practices were divided into basic and advanced math practices based on difficulty level. For the children, math achievements, such as numeracy and mathematical problem-solving skills, were assessed using the PENS-B and Woodcock-Johnson Ⅲ Applied Problems tests.Results: Parent’s high levels of math expectations predicted a greater frequency of basic and advanced math practices at home; however, they did not predict a dependency on private math education. Additionally, advanced math practices at home partially mediated the association between parents’ math expectations and young children’s math achievements. Furthermore, the levels of basic math practices and dependency on private math education at home did not predict young children’s numeracy and mathematical problem-solving skills.Conclusion: Findings of this study imply that to improve mathematical achievements in early childhood—including numeracy and mathematical problem-solving skills—, advanced practices with parents ar home is more beneficial than basic practices at home or private math education.
... 2) Discussion and Interaction, encouraging students to participate in book clubs, literature circles, or classroom discussions about the texts they're reading. Vygotsky's social development theory emphasizes the importance of social interaction in learning, which includes discussing texts (Vygotsky, 1978). These interactions allow students to share their thoughts and engage in critical thinking. ...
This study aims to provide educators with evidence-based insights that can inform instructional practices and ultimately enhance students' overall reading experiences. The implementation of literature circles as an instructional strategy has garnered significant attention within educational research, particularly in the domain of promoting student engagement in reading. This study uses a mixed-methods research design that combines both quantitative and qualitative approaches. This approach allows for a comprehensive exploration of the impact of literature circles on student engagement in reading while capturing both numerical trends and nuanced insights. The findings of this research illuminate the transformative potential of literature circles as a pedagogical strategy that positively influenced students’ engagement and enthusiasm. The researcher leverages the insights gleaned from this study to design and implement literature circles that foster collaborative learning, engagement, and intrinsic motivation. In conclusion, this study underscores the value of literature circles as a tool for educators aiming to create compelling and motivating reading experiences. By embracing the collaborative essence of literature circles and harnessing the potential of role assignments, the educators can guide students on a journey of exploration, discovery, and ownership within the realm of literature.
... Recognizing the significance of using language children are most comfortable and familiar with is crucial, as it greatly enhances their understanding, communication, and engagement in the educational process. Vygotsky's (1978) sociocultural theory emphasizes social interactions and cultural environment in language development. Children learn by actively participating in social interactions and collaborating with experts like parents, teachers, and peers. ...
In the fast-paced modern world, English and other commonly spoken languages have become prevalent even in Tausug households. This shift towards these languages presents difficulties in preserving and advancing the Tausug language. Therefore, it is essential to discover effective methods to cultivate language foundations and encourage the development of the mother tongue among Tausug toddlers. One hundred and sixty toddlers and 160 parents from eight Barangay in Jolo, Sulu, participated in a study. It was to investigate the effect between Bahasa Sug Mobile Learning Applications and traditional teaching methods in enhancing mother tongue development for toddlers. The results indicated high significance in favor of the Bahasa Sug Mobile Learning Application over the traditional teaching method, as shown by a t-test with a p-value of 0.05. The parents noted Bahasa Sug Mobile Apps' significant value in increasing their children's learning. Bahasa Sug, mobile learning applications, have become valuable tools for nurturing and preserving mother tongues in toddlers. These applications provide engaging and interactive experiences that align with children's natural learning processes. They can create an immersive and interactive environment for toddlers to develop and preserve their mother tongue. By embracing this mobile learning application, it can ensure the continuity and vitality of native languages, allowing children to maintain a strong connection with their cultural heritage and linguistic identity.
... The PBL approach has been recognized as an efficient vehicle to support 3D learning that results in knowledge-in-use proficiency (Haas et al., 2021;He et al., 2023a;Li et al., 2023a;Zhao & Wang, 2021). PBL has three main theoretical underpinnings, including situated cognition theory (e.g., Brown et al., 1989), social constructivism theory (Vygotsky, 1978), and active construction theory (Bransford et al., 2000). As an inquiry-based approach, PBL allows students to make sense of phenomena or design solutions to problems using the 3-dimensions of scientific knowledge (Haas et al., 2021;Reiser et al., 2021;Li et al., 2023c). ...
Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use to present an iterative design process for developing a coherent and standards-aligned learning system. Using a project-based learning approach, we present a theory-driven, empirically validated learning system aligned with the U.S. science standards, consisting of four consecutive curriculum and instruction materials, assessments, and professional learning to support students' knowledge-in-use in high school chemistry. We also present the iterative development and testing process with empirical evidence to support the effectiveness of our learning system in a five-year NSF-funded research project. This paper discusses the theoretical perspectives of developing an NGSS-aligned, coherent, and effective learning system and recaps the development and testing process by unpacking all essential components in our learning system. We conclude that our theory-driven and empirically validated learning system would inform high school teachers and researchers across countries in transforming their local science standards into curriculum materials to support students' knowledge-in-use development.
... As for activity theory in education, it involves interaction between three features: a subject or a user, an object (the task or activity), and a tool or artefact as they learn (Mills, 2017;Vygotsky, 1978). A subject can be either an individual or a group (students and teachers) engaged in the activity. ...
Technology can be directed to provide effective and productive pedagogy in the English language classroom. One of these fairly recent technological platforms for English language teaching and learning is the mobile phone. Also known as m-learning, it offers valuable opportunities for educators to create effective teaching strategies through the utilisation of mobile phones. On the receiving end of this pedagogical strategy are our students, our clients, whose perspectives and attitudes towards m-learning warrant equaly important considerations. Thus, this study was pursued to probe the role of mobile phone for English language learning in the Indonesian context. The study was guided by the theory of connectivism, activity theory, and communities of practice. This case study adopted a mix of qualitative and quantitative means for the purpose of accumulating data with semi-structured interviews and questionnaires as primary research instruments. It was learnt through the study that students are generally in favour of and have positive responses on the use of mobile phones in language learning but several emergent problems need to be addressed by institutional administrators and classroom instructors when tapping on m-learning. These research findings pave the way for subsequent research endeavours to delve into the efficacy of m-learning as a viable mediating variable for language learning, especially in the wake of prevalent online learning scenario, where mobile phones have become an integral part of online and distance learning platforms.
... SIOP's emphasis on scaffolding and guided instruction resonates with Vygotsky's concept of the Zone of Proximal Development (ZPD). The model encourages teachers to provide support and instruction that is within students' ZPD, promoting optimal language and content learning (Vygotsky, 1978). ...
... Visual tools, such as mind mapping, offer a distinctive avenue for learners to not only comprehend language structures but also to internalize and apply them in communicative contexts (Hwang and Kim, 2018) Language acquisition, as Vygotsky (1978)asserted, is not a solitary endeavor but a social and interactive process. Collaborative learning environments play a pivotal role in English language classrooms, fostering not only linguistic proficiency but also interpersonal skills crucial for effective communication in real-world situations. ...
This qualitative case study investigated the impact of integrating mind mapping in English language learning, emphasizing student engagement and effectiveness. The study, guided by principles outlined by Yin (2014), involves 30 participants enrolled in an English class. The research aims to provide a comprehensive understanding of the potential benefits of mind mapping in language education. The methodology employed purposive sampling and data triangulation, incorporating observation, testing, and data processing. Findings from a questionnaire reveal overwhelmingly positive student opinions toward the implementation of mind mapping, with 88.7% finding it useful for learning English, 93.3% for summarizing lessons, and 92.2% for organizing lesson contents. Participants express a preference for mind mapping in group work (52.5%) and pair work (48.3%). Overall, 84.3% enjoy the use of mind mapping in English class. In conclusion, this research provided valuable insights into the benefits of incorporating mind mapping in English language learning, aligning with contemporary educational research advocating for interactive and student-centric approaches. The positive responses from participants underscore the potential of mind mapping to enrich the language learning experience, making it more engaging, effective, and tailored to the cognitive processes of learners. Keywords: English Language Learning, Mind Mapping, Students’ Engagement, Case Study
... Lev Vygotsky's constructivist theory of learning which he created in 1978, was employed in this study. The theory states that learning is a process whereby knowledge is actively constructed by the learner and that social interaction plays an integral role in cognitive development (Vygotsky, L. S., 1978). It emphasises the importance of learning in a meaningful context and the need for learners to actively engage with the material to make it meaningful. ...
The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners.
... Cuando se habla de innovación en las metodologías docentes se suele hacer referencia al uso de tecnología en el aula, pero como decíamos, la tecnología debe acompañarse de metodología y es aquí donde debemos mirar hacia teorías que ya no son actuales, pero sus fundamentos siguen vigentes, como la teoría sociocultural de Vygotsky (3). Esta teoría sostiene que el aprendizaje de mayor calidad se produce cuando los estudiantes interactúan entre sí, con el docente y con otros expertos, y se les proporciona apoyo y retroalimentación positiva (4). ...
Early learning and subsequent academic achievement are based on play. Play and early learning have attained and will continue to achieve global awareness. Playing with digital devices can help learners develop digital skills. However, little to no research has been documented on the use of play and the development of digital literacy skills. The purpose of this paper is to explore teachers’ perceptions of Play Way strategies of learning in developing digital literacy among pupils in primary school. The study is underpinned by Constructivism Learning Theory. The study utilized a qualitative research method, and a case study research design, and adopted an interpretivism research paradigm. The target population comprised 30 primary schools. 13,500 pupils and 450 teachers. Data was collected from twelve public primary schools in Chesumei Sub County in Nandi County, 12 head teachers, 12 grade one teachers, 480 learners, and one education officer using purposive sampling methods. Purposive in that existing grade one classes were used, the teachers teaching the grade and schools that received the government-donated laptops and tablets. The research instruments that were used were teacher reflective journals and interview schedules. The data was analyzed thematically. The study findings revealed that: teachers perceived the Play Way method of learning as digital skill acquisition, a child-centred approach, and a method that changed the role of the teacher. The paper concludes that Play Way method of learning can be used to aid in the development of digital literacy skills in the competency-based curriculum. The paper recommends that schools entrench a system of supporting the teachers to use digital devices for learning and acquisition of 21st century skills. Digital devices have become a valuable resource in the teaching and learning process. The findings of this study are useful in curriculum innovation in Kenya and other parts of the world. Article visualizations:
With classrooms growing increasingly diverse, the need for literature that reflects a variety of experiences is imperative. Educators play a significant role in placing diverse literature into the hands of young readers; however, in order to achieve the goal of increased access, teacher preparation programs must provide candidates with quality instruction that addresses this need. Framed in action research, this study centers on the experiences of a teacher educator and four graduate students connected by and through the teaching of diverse young adult literature (YAL). Reflecting upon their experiences implementing literature circles (LCs) online in the pandemic, the authors offer critical insights and strategies for teaching and facilitating effective discussions surrounding diverse YAL addressing challenging topics in both K-12 and university classrooms.
This qualitative research article aims to reveal the challenges encountered by teachers to develop speaking skills in secondary school students. The researchers interviewed ten provincialized Assamese medium school teachers of Kamrup district, Assam. The teachers shared their problems while developing speaking skills among students, and also suggested some strategies that can be employed in the classroom. The suggestions gravitated towards student-centered learning, learners' autonomy, and a democratic learning environment. Based on these suggestions, the researchers proposed some experiential teaching strategies to foster speaking skills among the students.
Practice guidelines for early childhood education (ECE) and clinical autism interventions (Naturalistic Developmental Behavioral Intervention, NDBI) have emerged separately in history, represent different disciplines, and operate within different service systems. This manuscript identifies priorities, principles, and practices that are shared across the NDBI and ECE frameworks, unique to each framework but compatible with the other, or in conflict. Both frameworks support converging inclusive ECE models focused on autism in that they are both grounded in responsive relationships, natural learning environments, and strategies to promote children’s motivation and active engagement. While compatible in general, each framework extends the other in important ways. For example, NDBI goes beyond the ECE frameworks by focusing on a more fine-grained examination of learning strategies and targets. Opportunities for bridging gaps are identified, including the use of implementation science frameworks to integrate perspectives from different stakeholder groups, supporting the scale-up of inclusion preschools in community settings.
This chapter tells the story of the language learning aspirations and educational experiences of Maria, a high school student from an immigrant family living in a large metropolitan area of the southeastern United States. Her story documents her quest to acquire literacy in a heritage language, Spanish, and to learn other foreign languages, French and Japanese. Her experiences have been shaped by the languages spoken in her home, the respective educational levels of family members and friends who provide academic support to her, the larger multilingual community in which she lives, interpersonal interactions with teachers, and popular culture. Vygotsky's sociocultural theory and other theories derived from this theory were used to analyze her experiences. Stories like hers can serve as a powerful resource for scholars and practitioners of language teaching and learning who seek to inform their practice through greater understanding of many sociocultural factors and linguistic assets that influence the success of language learners at the individual level.
For more than a decade, linguistics has moved increasingly away from evaluating language as an autonomous phenomenon, towards analysing it 'in use', and showing how its function within its social and interactional context plays an important role in shaping in its form. Bringing together state-of-the-art research from some of the most influential scholars in linguistics today, this Handbook presents an extensive picture of the study of language as it used 'in context' across a number of key linguistic subfields and frameworks. Organised into five thematic parts, the volume covers a range of theoretical perspectives, with each chapter surveying the latest work from areas as diverse as syntax, pragmatics, psycholinguistics, applied linguistics, conversational analysis, multimodality, and computer-mediated communication. Comprehensive, yet wide-ranging, the Handbook presents a full description of how the theory of context has revolutionised linguistics, and how its renewed study is crucial in an ever-changing world.
La inclusión del lenguaje de señas costarricense a través del juego, es una herramienta que permitiría la unión y empatía entre el grupo de compañeros, siendo esto un aspecto positivo en el aprendizaje y convivencia de los niños y niñas en etapa escolar. La importancia del juego en edades tempranas, es una manera de interactuar, desarrollar habilidades, conocimientos, seguir instrucciones, compartir, analizar, memorizar, de aquí la importancia de la inclusión del LESCO en los juegos de manera didáctica para los estudiantes.
After the Diploma Programme (DP) was introduced in 1968, the Middle Years Programme (MYP) was established in 1994. For students aged 11–16, the MYP offers eight subject groups designed to help them connect what they learn in school with what they experience outside of it. (IBO, 2014). Based on Guy de Maupassant’s Boule de Suif, this unit plan incorporates IB concepts and theories. Boule de Suif illustrates the division of social classes in the context of the Franco-Prussian War. An increased level of tension was created as the journey began and was followed by a series of morality and ethics self-examinations. As a result of the complexity of the historical background and the provocative lessons offered in the piece of work, it has been determined to be worth studying. Moreover, it is evident from the previous observations that communication and social skills need to be facilitated in the class. With backward design implemented in unit planning, the whole unit is focused on making decisions between ideals and realities. It was planned to run for eight hours. As part of the research, we observed, planned, delivered class, reflected and revised the unit structure. According to my conclusion in the last section of this paper, the course could be taught in the following order: First, introduce the author and setting. In the second step, we draw the story mountain in order to better understand the details and plots of the story, followed by a character analysis. Then, dissect the text for literary devices and social issues. Last but not least, analyze other selected short stories. As a result, students will be able to relate texts to a global context, and student-centered learning is facilitated.
We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.
Our paper details an innovative professional development pilot for small classroom teachers at the University of Hong Kong to enhance the teaching of undergraduate interdisciplinary courses. The programme was delivered in 2021 - 2022 and encapsulated short modules with experiential and reflective exercises that drew on design thinking principles and improvisational theatre. Our data comprised workshop feedback, reflections, ethnographic observations of the participating teachers, qualitative survey responses from 56 interdisciplinary course tutors, and a follow-up interview with ten teachers. Through the theoretical lens of Deleuze and Guattari’s concept of the nomadology and nomadic pedagogies, we elucidate how training underscored by design thinking and improvisational skills augments the adaptive capacities of teachers that bolster critical thinking and imaginative muscle of students. We specifically discuss how these exercises encapsulate and evolve around movements between striated and smooth spaces, repetitive synthesis, and rhizomatic thinking. The paper contributes to developing responsive and imaginative professional development programmes and teaching methodologies for contemporary higher education’s uncertain, complex and ambiguous contexts.
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