A Framework for Designing Scaffolds that Improve Motivation and Cognition

Autor/inn/en	Belland, Brian R.; Kim, ChanMin; Hannafin, Michael J.
Titel	A Framework for Designing Scaffolds that Improve Motivation and Cognition
Quelle	In: Educational Psychologist, 48 (2013) 4, S.243-270 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2013.838920
Schlagwörter	Student Motivation; Scaffolding (Teaching Technique); Problem Based Learning; Computer Assisted Instruction; Learner Engagement; Emotional Response; Expectation; Personal Autonomy; Mastery Learning; Goal Orientation; Educational Strategies; Competition; Cooperative Learning; Academic Achievement; Cognitive Ability; Transfer of Training; Educational Psychology; Educational Objectives + Suchen Sie Ihr Suchwort? Schulische Motivation; Problem-based learning; Problemorientiertes Lernen; Computer based training; Computerunterstützter Unterricht; Emotionales Verhalten; Expectancy; Erwartung; Individuelle Autonomie; Zielorientierung; Zielvorstellung; Lehrstrategie; Wettkampf; Kooperatives Lernen; Schulleistung; Denkfähigkeit; Training; Transfer; Ausbildung; Erziehungspsychologie; Pädagogische Psychologie; Educational objective; Bildungsziel; Erziehungsziel
Abstract	A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10