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RESEARCH ON SCAFFOLDING in The LEARNING SCIENCES (SCAFFOLDING (serve six…
RESEARCH ON SCAFFOLDING in The LEARNING SCIENCES
SCAFFOLDING
have 4 main category
Metacognitive
Procedural
direct the learner
with tools like flow chart site maps even complex graphical representations
Strategic
provide the learner
alternative ways to approach a given task
Conceptual
direct the trainer in deciding what to consider
mental processing utilization is diminished when the student cannot see a way out to the problem
help learners identify when and under what circumstances particular actions make sense to perform
derives from Vygotskian theory -
Zone of Proximal Development (ZPD)
serve six functions
(1) modeling idealized ways to perform the task
(2) reducing the complexity of the task so that it is within the learner’s current range of ability
(3) maintaining a good balance of risk and avoiding frustration
(4) recruiting interest in the task
(5) sustaining motivation to continue to pursue the goal of the activity
(6) pointing the learner to key differences between the current performance and ideal performance
A support which enables a student to achieve a goal or action that would not be possible without that support
(1) to enable the apprentice to perform the tasks assigned to him
Support which facilitates the student learning to achieve the goal or action without the support in the future.
(2) to facilitate the apprentice's learning how to perform the tasks when the master was not available.
scaffolding is a set the tools the educator has available when the student encounters difficultly
Computational and Embedded Scaffolding in the Learning Sciences
uses software-realized scaffolding
an approach to supporting learners to gain greater proficiency in a task
same as with traditional scaffolding
Resolving this challenge will require defining scaffolding in terms of facilities that can be provided in software
can serve a function similar to the guiding questions of a human tutor
enable learners to work on complex tasks that are outside their independent ability, by structuring the sequence and coordination of actions, and by having some aspects of the task
Example of educational software interfaces
Eliciting articulation with pre-defined prompts
students can be presented with a prompt asking them to articulate what is most profitable to reflect upon
Coaching with critics
Intelligent agents that watch a user's activity and provide useful comments can be effective in highlighting for a user important perspectives or problems that might have been overlooked
Communicating Process with explicit checklists or menus
Explicitly defining the stages and operations of a process with a checklist or a menu can communicate a tremendous amount of information about the process (especially a novice with little knowledge of the process) – it constrains the process to discrete components, it can imply an ordering, and it provides a language for talking and thinking about the process
To facilitate student performance and to facilitate student learning
WHY
situational demands create challenges of management
single teacher cannot provide support to all students all the time
individual learner’s needs change
difficult for a single teacher to monitor these changes closely enough to match these changes precisely
different learners require different levels of support due to their individual ZPDs
Conceptualizations of Scaffolding in the Learning Sciences
Distributed scaffolding
teacher prompts & computational prompts co-occur to support same learning goals
Configured in multiple ways
Differentiated Scaffolding
different tools
and representations support
different needs
Redundant scaffolding
different tools
and representations support the
same need
but at
different times
Synergistic scaffolding
different tools
or agents that support the
same skill in different ways.
provide support for a range of different learners in a way that might not be possible for a single instructor with numerous learners
computational scaffolding that can provide ongoing support in one-to-many (or no instructor) settings & provide individualized and adaptive support
How Knowledge on Scaffolding Is Created in the Learning Sciences
Experimental Studies
laboratory settings
Wood and colleagues conducted studies that isolated components of scaffolding or compared scaffolding to other approaches
Studies in the learning sciences have compared performance when a particular scaffold is present or absent, or between different configurations of components of scaffolding
Quasi-Experiments
classroom settings
elaborating the theoretical understanding of the nature of learning and scaffolding; and identifying more efficacious designs.
studies of scaffolding in the learning sciences have compared scaffolded to non-scaffolded environments
Qualitative and Mixed Method Studies
classroom settings
understand how scaffolding works
by empirically describe sequence of learner interactions in the context of scaffolding
