If dynamic assessment indicated that students were struggling to participate meaningfully, support could be increased (added Anderson Matessa, & Lebiere, 1997 Koedinger & Aleven, 2007). As dynamic assessment indicated that students were gaining skill and were on the path to being able to perform the task independently, support could be reduced (faded Collins et al., 1989 Pea, 2004 Wood et al., 1976). That is, determination of just the right support to be provided to students was always based on dynamic assessment Scaffolding was contingent, meaning that scaffolding encompassed two key events that were at once iterative and interconnected-dynamic assessment of the child’s current performance characteristics and provision of just the right support (Collins et al., 1989 Tzuriel, 2000 van de Pol, Volman, & Beishuizen, 2011 Wood, 2003). Scaffolding was meant to support toddlers temporarily as they engaged with problems, but also to lead to skill gain to enable independent problem-solving in the future (Collins, Brown, & Newman, 1989 Wood et al., 1976). It also helped to enlist students’ interest in the learning task and sustain their engagement (Belland, Kim, & Hannafin, 2013). In so doing, it simplified some task elements that were not central to learning to perform the skill independently, but also helped draw students’ attention to particularly important task elements, ensuring that these elements were not simplified (Reiser, 2004). Scaffolding thus helped fill in key gaps in students’ abilities and knowledge such that they could then complete the task. This support was meant to extend students’ current abilities, meaning that even while supported, toddlers did the bulk of the work required to solve the problem. The metaphor of instructional scaffolding was originally proposed to describe how parents and teachers provided dynamic support to toddlers as they learned to construct pyramids with wooden blocks (Wood, Bruner, & Ross, 1976). These are described in depth in this chapter. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/adding strategies) and overall scaffolding approaches. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding.
0 kommentar(er)
