scholarly journals Cognitive Development by Zone of Proximal Development (ZPD)

2021 ◽  
Vol 12 (2) ◽  
pp. 432-444
Author(s):  
Lalit Gehlot
Keyword(s):  
Corpus Linguistics ◽  
Engineering Students ◽  
Spatial Reasoning ◽  
Zone Of Proximal Development ◽  
Contextual Learning ◽  
Proximal Development ◽  
Gettier Problem ◽  
Iq Test ◽  
Fluid Reasoning ◽  
The Gettier Problem

Aim/Thesis: The aim of this research is to promote the use of the three concepts-- the Zone of Proximal Development (ZPD), the Gettier Problem, and Corpus Linguistics (Contextual Learning)--to increase the academic performance of early undergraduate engineering students. Concept/Methods: 30 Engineering students completed one untimed Mensa IQ Test of 10 questions and one Simon-Binet IQ Test of 50 random IQ questions with a 12 minute time limit. These 30 students were chosen from two different college sections:  15 students from each section. Before the second Simon-Binet Test, one group, G(a), was given ZPD scaffolding in three major topics — Working Memory, Fluid Reasoning and Spatial Reasoning —as they had answered questions based on these concepts incorrectly in their first Mensa IQ test. The second group, G(b), was not given  the ZPD scaffolding. A statistical t-test that was later performed indicated that G(a), with scaffolding, outperformed G(b), without the scaffolding, in the second IQ test.  Results and conclusion: Using the t-test, it is seen that the hypothesis of this research that ZPD, Gettier Problem and Corpus Linguistics can enhance the performance of the students in a short time period is correct. After the first Mensa IQ test, the level of both the groups G(a) and G(b) of engineering students was  almost the same, indicated by a very similar mean results.  However, after supporting G(a) utilizing ZPD, Gettier Problem and Corpus Linguistics for their three problem areas - Working Memory, Fluid Reasoning and Spatial Reasoning  - identified after their first IQ test where the students needed scaffolding, the performance of this group  improved more in comparison to G(b),  as indicated by the results of the second online Simon-Binet Test.        Research restrictions: It was not possible to provide all the random questions of the online Simon-Binet test given to all 30 students because the total number of questions would be 30*50=1500. Only the first ten questions of the Mensa IQ test are included in this research paper. Further, the third and fourth year engineering students are not included in this research as it is assumed that they have had already developed expertise and the effect of the investigated tools would not be clearly visible.  Practical application: ZPD scaffolding was applied to the students when the students’ major problem areas were identified as requiring contextual learning and support. The Gettier Problem-- an epistemological concept-- was also used to keep their mind open at all the times during the learning process and Linguistics Corpus gave the contextual support as ZPD proposes the social-contextual mode of learning. Originality/Cognitive value: The paper presents empirical research on engineering students demonstrating the practical utility of ZPD, Gettier Problem and Corpus Linguistics in the process of learning, potentially irrespective of any discipline.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

Knowledge, Benign Falsehoods, and the Gettier Problem

2017 ◽  
Author(s):  
Claudio de Almeida
Keyword(s):  
Theory Of Knowledge ◽  
False Beliefs ◽  
Gettier Problem ◽  
Inferential Knowledge ◽  
The Gettier Problem

Contrary to millennial thought, inferential knowledge does seem to arise in certain cases of reasoning to which false premises are evidentially essential. The phenomenon refutes all of the well-known epistemologies that account for inferential knowledge. I offer an explanation of the phenomenon based on a fairly conservative revision to the defeasibility theory of knowledge, and explain why Peter Klein’s proposed solution fails. The explanation put forward here aims at giving us these two highly desirable results: (a) something we have never had and may not have noticed we needed, a defeasibility theory that is compatible with epistemological fallibilism, and, (b) within this revised, fallibilistic version of the defeasibility theory, an explanation of the benign/malignant distinction for false beliefs that completes the defeasibilist resolution of the Gettier Problem.

Sed ubi Socrates currit? On the Gettier Problem before Gettier

2017 ◽  
Author(s):  
Risto Hilpinen
Keyword(s):  
Twentieth Century ◽  
True Belief ◽  
Belief System ◽  
Gettier Problem ◽  
Current Belief ◽  
The Future ◽  
Late Nineteenth ◽  
The Gettier Problem ◽  
The Way ◽  
Forward Looking

Medieval philosophers presented Gettier-type objections to the commonly accepted view of knowledge as firmly held true belief, and formulated additional conditions that meet the objections or analyzed knowledge in a way that is immune to the Gettier-type objections. The proposed conditions can be divided into two kinds: backward-looking conditions and forward-looking conditions. The former concern an inquirer’s current belief system and the way the inquirer acquired her beliefs, the latter refer to what the inquirer may come to learn in the future and how she can respond to objections. Some conditions of knowledge proposed in late nineteenth- and twentieth-century epistemology can be regarded as variants of the conditions put forward by medieval authors.

Explaining Knowledge

2017 ◽  
Keyword(s):  
State Of The Art ◽  
The State ◽  
Methodological Aspect ◽  
Gettier Problem ◽  
Contemporary Epistemology ◽  
The Gettier Problem

This is an edited collection of twenty-three new papers on the Gettier Problem and the issues connected with it. The set of authors includes many of the major figures in contemporary epistemology who have developed some of the well-known responses to the problem, and it also contains some younger epistemologists who bring new perspectives to the issues raised in the literature. Together, they cover the state of the art on virtually every epistemological and methodological aspect of the Gettier Problem. The volume also includes some skeptical voices according to which the Gettier Problem is not deeply problematic or some of the problems it raises are not genuine philosophical problems.

Domains of Socialization

2019 ◽  
pp. 72-90
Author(s):  
Joan E. Grusec
Keyword(s):  
Young Adults ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Group Participation ◽  
Guided Learning ◽  
Positive Action ◽  
Affect And Cognition ◽  
And Control ◽  
Value Learning ◽  
Over Time

This chapter surveys how behavior, affect, and cognition with respect to parenting and moral development have been conceptualized over time. It moves to a discussion of domains of socialization; that is, different contexts in which socialization occurs and where different mechanisms operate. Domains include protection where the child is experiencing negative affect, reciprocity where there is an exchange of favors, group participation or learning through observing others and engaging with them in positive action, guided learning where values are taught in the child’s zone of proximal development, and control where values are learned through discipline and reward. Research using narratives of young adults about value-learning events suggests that inhibition of antisocial behavior is more likely learned in the control domain, and prosocial behavior more likely in the group participation domain. Internalization of values, measured by narrative meaningfulness, is most likely in the group participation domain.

Transforming by Following Forces: Introducing Chinese Philosophy of SHI and SHUN SHI into Developmental and Educational Psychology

2021 ◽  
pp. 1354067X2110173
Author(s):  
Aruna Wu ◽  
Shuangshuang Xu ◽  
Xiaowen Li
Keyword(s):  
System Theory ◽  
Educational Intervention ◽  
Educational Psychology ◽  
Chinese Philosophy ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Dynamic System Theory ◽  
Alternative Perspective ◽  
Process Understanding ◽  
Long Time

Educational intervention has been narrated for a long time as a battle between two agentive subjects, educators and students. In this article, we introduce two interrelating concepts of SHI (势 in Chinese) and SHUN SHI (顺势 in Chinese) from Chinese philosophy into psychology to provide an alternative perspective to understand students’ development and educational intervention. The concept of SHI sheds light on the propensity of open system’s becoming process toward the future underlying system’s present configuration derived from system’s historical interaction with its environment. SHUN SHI is to grasp the opportunity of SHI evolving into being prominent and to transform the system by alertly following its unfolding process. Understanding and applying SHI and SHUN SHI in the area of developmental and educational psychology is discussed and clarified based on a comparison with the dynamic system theory and zone of proximal development. An empirical research is also provided to respond to the method challenge posed by the two concepts.

Guided reading – Working within a child's zone of proximal development

2021 ◽  
Vol 30 ◽  
pp. 100530
Author(s):  
Maria Nicholas ◽  
Nikolai Veresov ◽  
John Cripps Clark
Keyword(s):  
Zone Of Proximal Development ◽  
Guided Reading ◽  
Proximal Development

A Pragmatic Phenomenalist Account of Knowledge

Dialogue ◽  
2008 ◽  
Vol 47 (3-4) ◽  
pp. 565-582 ◽  
Author(s):  
Byeong D. Lee
Keyword(s):  
Social Practice ◽  
Gettier Problem ◽  
Practice Model ◽  
Robert Brandom ◽  
Contemporary Epistemology ◽  
The Gettier Problem

ABSTRACTRobert Brandom argues for a “pragmatic phenomenalist account” of knowledge. On this account, we should understand our notion of justification in accordance with a Sellarsian social practice model, and there is nothing more to the phenomenon of knowledge than the proprieties of takings-as-knowing. I agree with these two claims. But Brandom's proposal is so sketchy that it is unclear how it can deal with a number of much-discussed problems in contemporary epistemology. The main purpose of this article is to develop and defend a pragmatic phenomenalist account of knowledge by resolving those problems. I argue, in particular, that this account can accommodate both the lesson of the Gettier problem and the lesson of reliabilism simultaneously.

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