![]() Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings (Vol. Effects of using multiple forms of support to enhance students’ collaboration during concept mapping. Journal of Educational Technology & Society, 18(1), 183–197.īopardikar, A., Gnesdilow, D., & Puntambekar, S. A pilot meta-analysis of computer-based scaffolding in STEM education. Education Technology Research and Development, 63(3), 325–353. Scaffolding argumentation about water quality: A mixed-method study in a rural middle school. Journal of Science Teacher Education, 26(3), 263–289. A blended professional development program to help a teacher learn to provide one-to-one scaffolding. Panourgia (Eds.), Intelligent tutoring systems. Are pedagogical agents’ external regulation effective in fostering learning with intelligent tutoring systems? In A. Psychological Testing and Assessment Modeling, 53(1), 106–140.Īzevedo, R., Martin, S. ![]() Adaptive content and process scaffolding: A key to facilitating students’ self-regulated learning with hypermedia. Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Jahnke (Eds.), Emergent practices and material conditions in learning and teaching with technologies (pp. WhatsApp with science? Emergent CrossActionSpaces for communication and collaboration practices in an urban science classroom. ![]() Educational Studies in Mathematics, 96(3), 275–287. Conceptualising the more knowledgeable other within a multi-directional ZPD. Finally, distributed scaffolding is discussed with reference to the key features of scaffolding, especially fading and transfer of responsibility.Ībtahi, Y., Graven, M., & Lerman, S. The paper then introduces the kinds of distribution and interactions between tools and social scaffolds that need to be considered to support multiple students in classroom contexts. A discussion of the notion of distributed scaffolding is presented, to describe how students in classrooms may be supported by various tools and social scaffolds. In classrooms where one teacher supports multiple students, scaffolding is distributed across various tools and social scaffolds. The paper then presents a discussion of the changes that the notion of scaffolding has undergone, especially when it comes to supporting students in classroom contexts. The paper discusses the connection between Vygotsky’s Zone of Proximal Development ( ZPD), and the notion of scaffolding, and explicates the differences between scaffolding and scaffolds. This paper traces the origins of the scaffolding construct, placing it in its theoretical-historical context.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |