Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning

2014 ◽  
Vol 43 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Susan Page
Keyword(s):  
Learning Theory ◽  
Zone Of Proximal Development ◽  
Indigenous Studies ◽  
Threshold Concepts ◽  
Proximal Development ◽  
Specific Knowledge ◽  
Growing Body ◽  
Teachers And Students ◽  
Cultural Interface ◽  
A Site

Indigenous Studies can be both exciting and challenging for teachers and students. This article will examine how an existing learning theory can be harnessed to help teachers better understand these challenges and manage some frequently seen student behaviours. Much of the discussion in Indigenous Studies pedagogy to date has focused on the curriculum and what we should be teaching, with a growing body of literature, for example, related to the inclusion of Indigenous Knowledges. However, there is less written about how students learn in Indigenous Studies. Drawing on the notion of the Cultural Interface and the ‘zone of proximal development’ to highlight the complexity of Indigenous Studies classrooms as a site of necessary struggle for students, the article considers possibilities for reconceptualising and reorienting teaching. The paper explores using the threshold concepts framework to gather evidence about how students learn or indeed don't learn, in Indigenous Studies. Threshold concepts are key ideas, critical to mastering discipline specific knowledge, which facilitate students’ ability to think like a discipline experts.

scholarly journals A Practice in a Research Methodology Class

2019 ◽  
Vol 15 (3) ◽  
pp. 45
Author(s):  
Sian Hoon Teoh ◽  
Parmjit Singh A/l Aperar Singh
Keyword(s):  
Action Research ◽  
Learning Theory ◽  
Learning Process ◽  
Research Methodology ◽  
Zone Of Proximal Development ◽  
Classroom Discussion ◽  
Proximal Development ◽  
Constructivist Learning Theory ◽  
Context Of Learning ◽  
Difficult Subject

There are challenges in teaching research methodology as highlighted by many researchers. Among the challenges are strategies for putting material in context. For achieving this purpose, students’ engagement in the learning process needs to be re-looked. This paper shares a practice in engaging students in a research methodology class. The practice aims to assist active learning among the students as informed by the constructivist learning theory. Specifically, a teaching philosophy focuses in applying The Zone of Proximal Development (ZPD) is highlighted. An action research was conducted to investigate how the students learn a topic of research methodology within the practice of ZPD. The action research aims to bridge the gap between research and the practice of putting material in the context of learning. The findings of this study showed that students found research methodology a difficult subject, but they experienced good discussion and engaged themselves in the classroom discussion. The discussion assists them in recalling and memorising as well as creating more examples for the context of learning. Nevertheless, they need more meaningful materials to support their learning.

Bringing the Generations Together: Support from Learning Theory

2005 ◽  
Vol 2 (2) ◽  
pp. 319-333 ◽  
Author(s):  
Holly Catterton Allen
Keyword(s):  
Learning Theory ◽  
Situated Learning ◽  
Spiritual Development ◽  
Empirical Support ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Situated Learning Theory ◽  
Christian Community ◽  
Learning Principles ◽  
Basic Learning

In addition to briefly examining biblical and empirical support for intentional intergenerationl ministry, Dr. Allen [the article?] primarily addresses the question: Why might intergenerational Christian experiences contribute significantly to faith and spiritual development? She integrates concepts from situated learning theory [e.g., fully participating with more experienced practitioners] with some of Vygotsaky's sociocultural ideas [e.g., learning in complex, authentic environments, zone of proximal development] to forge a learning macrotheory that explicates the basic learning principles at work in intergenerational Christian community. Dr. Allen also offers practical ideas for those who desire to cultivate a more intergenerational outlook as well as some specific ways to bring the generations together.

scholarly journals Socratic Method of Teaching in Medical Education

2021 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Rehan Ahmed Khan
Keyword(s):  
Teaching Methods ◽  
Iterative Process ◽  
Zone Of Proximal Development ◽  
Western Philosophy ◽  
Socratic Method ◽  
Proximal Development ◽  
Small Group Teaching ◽  
Teachers And Students ◽  
Case Based Learning ◽  
Case Based

Socrates (469-399BC) is regarded as the founder of Western philosophy. His method of teaching was based on a shared discourse between teachers and students. He would ask thought-provoking questions from his students. This would result in motivating the students to think and generate debate. This was an iterative process and would continue till the answers to the questions were found or discussion was exhausted. This method is termed as the Socratic method of teaching (Birnbache, 1999). It also involves the zone of proximal development and scaffolding as advocated by Vygotsky. Many teaching methods, based on small group teaching such as problem-based learning, case-based learning, one minute preceptor rely on the philosophy ofSocratic method.The Socratic method relies on getting the answers from the students rather than telling them the answers directly. Socrates in his sessions would pick students randomly and ask them a question. The student would either answer the question if s/he knows it or would learn it from the discussion between her/his peers andthe teachers.

scholarly journals Of metaphors and literalization: Reconceptualizing scaffolding in Language Teaching.

2013 ◽  
Vol 14 ◽  
pp. 133-150 ◽  
Author(s):  
Gabriel H Diaz Maggioli
Keyword(s):  
Teacher Education ◽  
Learning Theory ◽  
Language Teaching ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Language Teacher Education ◽  
Teacher Intervention ◽  
Original Meaning

The metaphor of scaffolding is ubiquitous in the field of education and that of Language Teaching in particular. However, the term has become literalized thus losing its original meaning and is now an umbrella term encompassing various forms of teacher intervention. Added to this, the methaphor has come under extended criticism as a consequence of the spread of Sociocultural Learning Theory. This paper explores the metaphor of scaffolding and attempts to validate it as a legitimate form of mediation within the sociocultural construct of Zone of Proximal Development by promoting a reconceptualization of the term in light of alternative definitions. Implications for language teaching and language teacher education are highlighted and new perspectives advanced.

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.

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
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