The use of heterogeneous groups in order to increase learning in the classroom is best supported by?

The use of heterogeneous groups to enhance learning in the classroom is best supported by Vygotsky's Zone of Proximal Development (ZPD). This concept emphasizes the importance of social interactions and collaboration in learning. Vygotsky posited that students can achieve higher levels of understanding and skill acquisition when they work alongside peers who are at varying levels of ability. In a heterogeneous group, more knowledgeable students can help peers understand concepts that they might find challenging, thereby supporting each other's learning process. This interaction is critical, as it allows students to engage in dialogue, ask questions, and explore ideas together, which is fundamental to the development of deeper understanding.

The other theories mentioned do not directly focus on the social aspects of learning in the same way. Piaget's Developmental Theory primarily addresses stages of individual cognitive development and may not specifically advocate for heterogeneous group work. Bruner's Modes of Representation focus on how information is presented and internalized, while Bloom's Taxonomy provides a framework for understanding different levels of cognitive abilities, rather than the dynamics of group interactions. Therefore, Vygotsky's emphasis on social learning makes it the most relevant theory in support of using heterogeneous groups in the classroom.