Extending the Scaffolding Metaphor

Autor/in	Lajoie, Susanne P.
Titel	Extending the Scaffolding Metaphor
Quelle	In: Instructional Science: An International Journal of Learning and Cognition, 33 (2005) 5-6, S.541-557 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-005-1279-2
Schlagwörter	Scaffolding (Teaching Technique); Theories; Educational Technology + Suchen Sie Ihr Suchwort? Theory; Theorie; Unterrichtsmedien
Abstract	A brief overview is provided of how the scaffolding metaphor has been defined in educational contexts. This includes a discussion of what theories guide decision-making regarding what to scaffold as well as considerations as to whom or what does the scaffolding (human teachers, peers and tutors or computer tutors or support tools designed for learning environments). The scaffolding construct intersects instruction and assessment in that instructors assess learners to determine what type or level of scaffold is sufficient to help learners reach their potential. Such assessments are dynamic and ongoing and can occur through dialogue and social interactions with or without the use of technology. Hence scaffolds are provided when and where necessary but they are also removed when evidence of learning exists. This article describes how the contributors to this issue have extended the scaffolding metaphor to open-ended technology based environments. Empirical studies are reviewed with regard to how they extend the scaffolding metaphor in terms of the theories that guide the design of scaffolds, the metrics designed to assess how scaffolding affects learning and in terms of teaching scaffolding techniques to others. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10