Literaturnachweis - Detailanzeige
| Autor/inn/en | Bliss, Joan; Askew, Mike; MacRae, Sheila |
|---|---|
| Titel | Effective teaching and learning: scaffolding revisited. |
| Quelle | In: Oxford review of education, 22 (1996) 1, S. 37-61Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 22 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-4985 |
| Schlagwörter | Wissen; Lernen; Lernprozess; Lehren; Unterrichtsmethode; Unterrichtsstil; Unterricht; Effektivität |
| Abstract | The concepts of "scaffolding" and ZPD have become important guiding ideas in education because within them are embedded a psycho-social model of teaching and learning... (Scaffolding is defined as follows: "In order for a new skill to be acquired it must be comprehensible even though it has not yet been produced. ... Scaffolding involves keeping the task constant ... while simplifying the learner's role through the graduated intervention of the teacher".) The focus of this paper is an examination of these concepts in schooling contexts. Section 3 provides a background framework, giving an outline of the American socio-cultural approach where the idea of scaffolding everyday knowledge is promoted. In Section 4 we discuss Newman, Griffin and Cole's ideas about school learning and teaching in the zone of proximal development. Tharp and Gallimore's work is the focus of Section 5, more particularly their use of assisted performance rather than scaffolding in teaching. We then set out in Section 6 Wood's idea about how effective learning can be promoted through scaffolding and contingent control. Section 7 is devoted to our research which set out to explore the practical and theoretical implications of applying the idea of scaffolding to the study of school teaching and learning in three specific contexts: design and technology, mathematics and science. The final discussion sets out our ideas of the differences between scaffolding everyday knowledge and specialist knowledge. (DIPF/Abstract übernommen) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1997_(CD) |
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