Consideration about the function of the "zone of proximal development" that contributes to children to construct scientific concepts in science classes

Abstract

Understanding of scientific concepts is based on two natures that are conscious and deliberate characters. Vygotsky suggested the "zone of proximal development" as an instructional principle of scientific concepts. In this study, we analyzed the processes of teaching and learning in science classes based on the idea of "zone of proximal development" and demonstrated the function of the "zone of proximal development" as an instructional principle. As a result, we observed that the children were able to pursue internalization of scientific concepts and feel the conscious and deliberate character of concepts, by designing science classes which let children become conscious of the process of constructing scientific concepts.