Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González

doi:doi:10.11648/j.edu.20170601.16

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Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González

Published in Education Journal (Volume 6, Issue 1)

Received: 19 December 2016 Accepted: 10 January 2017 Published: 21 February 2017

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Abstract

We describe a group session specifically designed to experimentally verify the existence of a concept that is frequently used within the constructivist framework. This exercise involved a group of students n = 40. A randomly chosen half of the entire group responded to a questionnaire on arithmetical topics. This 'test' did not provide the respondents with any clue or help. The other half were asked to solve the same problem, but with the assistance of an informative heading printed on the question paper. In the subgroup that did receive help, a 'Zone of Proximal Development' process was observed in ten cases - i.e., an assisted learning process where the respondents took advantage of the problem-solving help.

Published in	Education Journal (Volume 6, Issue 1)
DOI	10.11648/j.edu.20170601.16
Page(s)	47-50
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Zone of Proximal Development, Transfer of Knowledge, Problem Solving and Learning

References

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[2]	Bomboir, A. La docimología: problemática de la evaluación. Madrid: Ediciones Morata, 1974.
[3]	Bunce, G. Educational implications of Vygotsky's zone of proximal development on collaborative work in the classroom, en Developing Expertise in Teaching, 2003. Available at: http://www.guybunce.co.uk/writings/academic/vygotsky-and-the-classroom.pdf.
[4]	Campbell, D. y Stanley, J. Diseños experimentales y cuasiexperimentales en la investigación social. Buenos Aires: Amorrortu, 1993.
[5]	Chaiklin, S. The zone of proximal development in Vygotsky’s analysis of learning and instruction, en A. Kozulin (ed.), Vygotsky’s educational theory and practice in cultural context. Cambridge: Cambridge University Press, 2003. Available at: http://people.ucsc.edu/gwells/Files/Courses_Folder/documents/chaiklin.zpd.pdf.
[6]	D’Amore, B. Bases filosóficas, pedagógicas y conceptuales de la didáctica de la matemática. México: Editorial Reverté, 2005.
[7]	De Landsheere, G. La investigación educativa en el mundo. México: Fondo de Cultura Económica, 1996.
[8]	Flavell, J. H. Theory of mind development: retrospect and prospect. Journal of Developmental Psychology, 2004, 50 (3): 274-290.
[9]	Raynald, F. y Rieunier, A. Pedagogía. Diccionario de conceptos claves. Madrid: Ediciones Popular, 2010.
[10]	Ruiz Hernández, C. y Lupercio, A. Remediación en la educación básica. Un caso sobre alfabetización matemática, Ciencia y Desarrollo, 2007, 33 (213): 16-21.
[11]	Ruiz Hernández, C. y Lupercio, A. Zona de desarrollo próximo. Sustrato del aprendizaje significativo, Ciencia y Desarrollo, 2010, 36 (242): 64-69.
[12]	Ruiz Hernández, C. Experimento educativo en zdp, Ciencia y Desarrollo, 2014, 40 (272): 22-23.
[13]	Ruiz-Hernández, C.; Lupercio Lozano, A.; Bernal González A. (2015). The Scope and Limitations of Brief Interventions for Remedial Education: An Experimental Approach in a Numeracy Case. International Journal of Secondary Education, 2015, 3 (4): 32-36.
[14]	Shamir, A., Mevarech, Z. y Gida, C. The assessment of meta-cognition in different contexts: individualized Vs. peer assisted learning. Metacognition and Learning, 2009, 4 (1): 47-61.
[15]	Tavernal, A. y Peralta, O. Dificultades de aprendizaje. Evaluación dinámica como herramienta diagnóstica. Revista Intercontinental de Psicología y Educación, 2009, 11 (2): 113-139.
[16]	Veresov, N. Zone of proximal development (zpd): the hidden dimension? In: A. Ostern y R. Heila-Ylikallio, Language as culture-tensions in time and space (vol. 1). Vasa: Helsinki, 2004. Available at: http://lchc.ucsd.edu/MCA/Mail/xmcamail.2010_04.dir/pdfGIFUwuibFT.pdf.
[17]	Vigotsky, L. El desarrollo de los procesos psicológicos superiores. México: Editorial Crítica, Grupo Editorial Grijalbo, 1988 ed.

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Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. (2017). Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Education Journal, 6(1), 47-50. https://doi.org/10.11648/j.edu.20170601.16

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ACS Style

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González. Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Educ. J. 2017, 6(1), 47-50. doi: 10.11648/j.edu.20170601.16

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AMA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Educ J. 2017;6(1):47-50. doi: 10.11648/j.edu.20170601.16

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@article{10.11648/j.edu.20170601.16,
  author = {Conrado Ruiz-Hernández and Alma Delia Lupercio Lozano and Thalía Ameyatzin Bernal González},
  title = {Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {47-50},
  doi = {10.11648/j.edu.20170601.16},
  url = {https://doi.org/10.11648/j.edu.20170601.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.16},
  abstract = {We describe a group session specifically designed to experimentally verify the existence of a concept that is frequently used within the constructivist framework. This exercise involved a group of students n = 40. A randomly chosen half of the entire group responded to a questionnaire on arithmetical topics. This 'test' did not provide the respondents with any clue or help. The other half were asked to solve the same problem, but with the assistance of an informative heading printed on the question paper. In the subgroup that did receive help, a 'Zone of Proximal Development' process was observed in ten cases - i.e., an assisted learning process where the respondents took advantage of the problem-solving help.},
 year = {2017}
}

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TY  - JOUR
T1  - Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach
AU  - Conrado Ruiz-Hernández
AU  - Alma Delia Lupercio Lozano
AU  - Thalía Ameyatzin Bernal González
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DO  - 10.11648/j.edu.20170601.16
T2  - Education Journal
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PB  - Science Publishing Group
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AB  - We describe a group session specifically designed to experimentally verify the existence of a concept that is frequently used within the constructivist framework. This exercise involved a group of students n = 40. A randomly chosen half of the entire group responded to a questionnaire on arithmetical topics. This 'test' did not provide the respondents with any clue or help. The other half were asked to solve the same problem, but with the assistance of an informative heading printed on the question paper. In the subgroup that did receive help, a 'Zone of Proximal Development' process was observed in ten cases - i.e., an assisted learning process where the respondents took advantage of the problem-solving help.
VL  - 6
IS  - 1
ER  -

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Author Information

Conrado Ruiz-Hernández

Unit of Interdisciplinary Research of Health and Education Sciences, FES-Iztacala, National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, Mexico
Alma Delia Lupercio Lozano

Unit of Interdisciplinary Research of Health and Education Sciences, FES-Iztacala, National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, Mexico
Thalía Ameyatzin Bernal González

Unit of Interdisciplinary Research of Health and Education Sciences, FES-Iztacala, National Autonomous University of Mexico (UNAM-Iztacala), Tlalnepantla, Mexico

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Plain Text BibTeX RIS

APA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. (2017). Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Education Journal, 6(1), 47-50. https://doi.org/10.11648/j.edu.20170601.16

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ACS Style

Conrado Ruiz-Hernández; Alma Delia Lupercio Lozano; Thalía Ameyatzin Bernal González. Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Educ. J. 2017, 6(1), 47-50. doi: 10.11648/j.edu.20170601.16

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AMA Style

Conrado Ruiz-Hernández, Alma Delia Lupercio Lozano, Thalía Ameyatzin Bernal González. Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach. Educ J. 2017;6(1):47-50. doi: 10.11648/j.edu.20170601.16

Copy | Download

@article{10.11648/j.edu.20170601.16,
  author = {Conrado Ruiz-Hernández and Alma Delia Lupercio Lozano and Thalía Ameyatzin Bernal González},
  title = {Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach},
  journal = {Education Journal},
  volume = {6},
  number = {1},
  pages = {47-50},
  doi = {10.11648/j.edu.20170601.16},
  url = {https://doi.org/10.11648/j.edu.20170601.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170601.16},
  abstract = {We describe a group session specifically designed to experimentally verify the existence of a concept that is frequently used within the constructivist framework. This exercise involved a group of students n = 40. A randomly chosen half of the entire group responded to a questionnaire on arithmetical topics. This 'test' did not provide the respondents with any clue or help. The other half were asked to solve the same problem, but with the assistance of an informative heading printed on the question paper. In the subgroup that did receive help, a 'Zone of Proximal Development' process was observed in ten cases - i.e., an assisted learning process where the respondents took advantage of the problem-solving help.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Towards an Experimental Verification of Vygotsky's Zone of Proximal Development: A Docimological Approach
AU  - Conrado Ruiz-Hernández
AU  - Alma Delia Lupercio Lozano
AU  - Thalía Ameyatzin Bernal González
Y1  - 2017/02/21
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170601.16
DO  - 10.11648/j.edu.20170601.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 47
EP  - 50
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170601.16
AB  - We describe a group session specifically designed to experimentally verify the existence of a concept that is frequently used within the constructivist framework. This exercise involved a group of students n = 40. A randomly chosen half of the entire group responded to a questionnaire on arithmetical topics. This 'test' did not provide the respondents with any clue or help. The other half were asked to solve the same problem, but with the assistance of an informative heading printed on the question paper. In the subgroup that did receive help, a 'Zone of Proximal Development' process was observed in ten cases - i.e., an assisted learning process where the respondents took advantage of the problem-solving help.
VL  - 6
IS  - 1
ER  -

Copy | Download