Lev Vygotsky's sociocultural theory posits that cognitive development occurs through social interaction and language. According to the theory, learning is mediated by others and mediated tools shape mental development. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently versus with guidance. Scaffolding, where a more knowledgeable person provides support, enables learning within the ZPD. The theory emphasizes social learning preceding development and has implications for collaborative, scaffolded instruction.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades specially in Social Development Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning."
He believed that Social Learning tends to precede development unlike Piaget's notion that childrens' development must necessarily precede their learning.
He argued, "learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function" (1978, p. 90).
Vygotsky has developed a socio cultural approach to cognitive development.
His theories are incomplete due to death at an early age of 38.
Some of his writings are still being translated from Russian.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Richard's entangled aventures in wonderlandRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
1. Sociocultural Theory
by
Lev Vygotsky
QIM 501 Instructional Design and Delivery
Prepared by:
Asma Qassim Al-Jawarneh
P-QM0003/10
Lecturer:
Dr. Balakrishnan Muniandy
2. Constructivism
Is an approach to teaching and learning based on the
premise that cognition is the result of "mental
construction". In other words, students learn by fitting new
information together with what they already know.
Constructivists believe that learning is affected by the
context in which an idea is taught as well as by students'
beliefs and attitudes.
The learner actively imposes organization and meaning on
the surrounding environment and constructs knowledge in
the process.
The teacher's role is not only to observe and assess but to
also engage with the students while they are completing
activities, wondering aloud and posing questions to the
students for promotion of reasoning.
3. Lev Semonovich Vygotsky Background
Vygotsky was called "The Mozart of Psychology“.
He was born in 1896- same year
as Piaget - in the small Russian town of Orsha.
Middle-class Jewish family.
He entered into a private all boys secondary school known as
a gymnasium—a secondary school that prepared students for
the university.
In 1913 entered Moscow University through lottery.
In December of 1917, he graduated from Moscow University
with a degree in law.
4. Lev Semonovich Vygotsky Background
Vygotsky completed 270 scientific articles, numerous
lectures, and ten books based on a wide range of
Marxist-based psychological and teaching theories.
He died on June 10, 1934, at the young age of thirty-
seven after long battle with TB.
Vygotsky’s work did not become known in the West until
1958, and was not published there until 1962.
5. Introduction
The sociocultural theory:
Did NOT focus on the individual child but on the child as a product of
social interaction, especially with adults (parents, teachers).
Focus on DYADIC INTERACTIONS (e.g., child being taught by a
parent how to perform some culturally specific action), rather than
child by himself.
Social world mediates children's cognitive development. Cognitive
development occurs as child's thinking is molded by society in the
form of parents, teachers, and peers. This leads to peer tutoring as
a strategy in classrooms.
People's thinking differs dramatically between cultures because
different cultures stress different things.
6. Theory’s Principles and Concepts
Children construct their knowledge.
Knowledge is not transferred passively, but is personally
constructed.
The learning is mediated.
Cognitive development is not a direct result of activity, but it is
indirect; other people must interact with the learner, use mediatory
tools to facilitate the learning process, and then cognitive
development may occur.
Language plays a central role in mental development.
The most significant sociocultural tool is language, as it is used to
teach tool use and is vital in the process of developing higher
psychological functions.
7. Learning appears twice.
First on the social level, and later, on the individual level; first
between people (interpsychology), and then inside the child
(intrapsychology).
Development cannot be separated from its social
context.
The context needed for learning is that where the learners can
interact with each other and use the new tools. This means that the
learning environment must be authentic, that is, it must contain the
type of people who would use these types of tools such as concepts,
language, symbols in a natural way.
Theory’s Principles and Concepts
8. Zone of Proximal Development (ZPD).
The difference between what a child can do
independently and what the child needs help from a
more knowledgeable person to do is the
Theory’s Principles and Concepts
Zone of
Proximal
Development
9. Zone of Proximal Development (ZPD)
Distance Between Actual and Potential Knowledge
potential
knowledge
potential
actual
knowledge actual
Two children with the same actual knowledge travel different
distances to their potential knowledge; therefore different ZPDs
Theory’s Principles and Concepts
ZPD
ZPD
10. This is an example of how ZPD can work in the life
of a child
Like all children,
Mo’men is constantly
learning and exploring
the world around him.
11. For our example, we will look at Mo’men’s love of games.
Over the years, Mo’men has developed skills and knowledge that
enable him to play a variety of games.
For each game, he is able to successfully strategize and solve
problems independently.
This is an example of how ZPD can work in the life
of a child
12. This is an example of how ZPD can work in the life
of a child
There is one game, however, that Mo’men has never learned. It’s
the card game Yu-Gi-Oh. Mo’men knows his brother plays it very
well.
Mo’men would like to learn, but is unsure where to start.
13. Mo’men finally asks his brother Ali for help. Ali agrees, and
begins working with Mo’men in learning the game of Yu-Gi-
Oh.
Mo’men is learning in the region Vygotsky would call ZPD.
This is an example of how ZPD can work in the life
of a child
14. In ZPD, Mo’men is doing something requiring the help of someone
more capable. Without Ali’s help, Mo’men would be unable to play the
game.
Eventually, Mo’men will learn the game well enough to play the game
by himself.
This is an example of how ZPD can work in the life
of a child
15. Once Mo’men learns Yu-Gi-Oh, the skill moves out of the ZPD region
and is added to all the other games Mo’men plays independently.
In time, Mo’men becomes the more capable player, and begins to teach
his sister .
This is an example of how ZPD can work in the life
of a child
16. Scaffolding
“role of teachers and others in supporting the learner’s
development and providing support structures to get to the
next stage or level” Vygotsky.
a knowledgeable participant can create by means of
speech and supportive conditions in which the student
(novice) can participate in and extend current skills and
knowledge to a high level of competence.
In an educational context, however, scaffolding is an
instructional structure whereby the teacher models the
desired learning strategy or task then gradually shifts
responsibility to the students.
Theory’s Principles and Concepts
17. Scaffolding:
• Provides support
• Extends the range of what a learner can do.
• Allows the learner to accomplish tasks otherwise
impossible
• Used only when needed
Example :
An example of scaffolding in the classroom setting could
include a teacher first instructing her children on how to write
a sentence using commas and conjunctions. As the week
goes on, she has her students practice writing these
sentences with peers, gives students feedback and eventually
has the kids to complete this skill without her guidance.
18. Vygotsky and Piaget
Piaget Vygotsky
Both agree children are active learners who actively construct knowledge
Thinking develops in recognisable
stages which depend on natural
maturation
Development of thinking is
dependent upon language and
culture
Role of teacher important but use
of “more-expert other” not central
Use of “more-expert other” seen as
fundamental part of cognitive
development
Readiness is a central concept in
education – children need to be
ready to progress in their learning
Children should be actively
encouraged to move through ZPD –
do not need to be ready but should
be given opportunity to engage in
problems which are beyond current
level of ability but within ZPD
19. Vygotsky and Piaget
Piaget Vygotsky
Scaffolding not a key concept Scaffolding is a central concept
Language reflects level of
cognitive development
Language helps to develop
cognitive abilities.
This theory was very influential in
education but has need revising
and underestimation of children’s
abilities still a problem
This theory is still very influential in
education
20. Implementation
A clear application of sociocultural theory principles in second
language classroom is obvious in the task-based approach.
This approach emphasises the importance of social and
collaborative aspects of learning. sociocultural theory focuses
on how the learner accomplishes a task and how the
interaction between learners can scaffold and assist in the
second language acquisition process (Turuk, 2008).
Recent technologic advances have affected the application of
constructivist theory in practice. Innovative interactive
computer software programs allow students to synthesize the
course material through active learning. Despite some minor
disadvantages, this use of technology allows interaction with
others that would normally be inaccessible through distance-
education and Web-based courses.
21. Conclusion
Sociocultural theory considers learning as a semiotic
process where participation in socially-mediated
activities is essential.
The theory regards instruction as crucial to cognitive
development in the classroom. Instruction should be
geared to the ZPD that is beyond the learner’s actual
development level.
Social instruction actually produces new, elaborate,
advanced psychological processes that are unavailable
to the organism working in isolation
22. References
Constructivism (learning theory). Retrieved on 28/08/2010
http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
Hall. A. (2007).Learning and Socio-cultural Theory:Exploring Modern Vygotskian
Perspectives International Workshop, Vol 1,1.
Kincheloe, J. L. and R. A. H. Jr. (2007). The Praeger handbook of education and
psychology. Westport, An imprint of Greenwood Publishing Group, Inc.
Peer, K. & McClendon, R. (2002). Sociocultural Learning Theory in Practice:
Implications for Athletic Training Educators, JAthl Train. 37(4 suppl): S-136–S-
140. Retrieved on 27/08/2010 from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC164414/.
Reiser, R., & Dempsey, J. (2002). Trends and Issues in Instructional Design and
Technology. Upper saddle River, New Jersey, Pearson Education.
Turuk, M. (2008). The Relevance and Implications of Vygotsky’s Sociocultural
Theory in the Second Language Classroom . ARECLS, Vol. 5, p244-262.
Wang, L. (2006). Sociocultural Learning Theories and Information Literacy
Teaching Activities in Higher Education, Reference & User Services Quarterly, vol.
47, no. 2, pp. 149–158.