Scaffolding complex learning: The mechanisms of structuring and problematizing student work
Scaffolding complex learning: The mechanisms of structuring and problematizing student work
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DOI：
10.1207/s15327809jls1303_2
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发表时间：
2004-01-01
影响因子：
3.8
通讯作者：
Reiser, BJ
中科院分区：
文献类型：
--
作者：
Reiser, BJ
人们对使用软件工具为学习者提供复杂任务的支撑非常感兴趣，即提供支持，使学生能够处理比他们原本无法处理的更复杂的内容和技能需求。许多不同的脚手架技术方法已经在广泛的软件工具中出现。我认为两种互补的机制可以解释软件中的多种支架方法如何支持学习者。软件工具可以帮助构建学习任务，指导学习者完成关键组成部分并支持他们的计划和表现。此外，工具可以塑造学生在关键学科内容和策略方面的表现和对任务的理解，从而解决这一重要内容的问题。尽管在短期内使任务变得更加困难，但通过迫使学习者参与这种复杂性，这种脚手架工具使这项工作更有成效的学习机会。我根据学习者面临的障碍提出了这些机制的论点，并提出了几个简短的例子来说明它们在设计指南中的使用。最后，我研究了结构化和问题化机制在设计中有时是互补的，有时是紧张的，讨论了为学习者开发支架式调查工具时的设计权衡，并考虑了支架对课堂支持系统的依赖。
There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex content and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented in a broad range of software tools. I argue that two complementary mechanisms can explain how a diversity of scaffolding approaches in software act to support learners. Software tools can help structure the learning task, guiding learners through key components and supporting their planning and performance. In addition, tools can shape students' performance and understanding of the task in terms of key disciplinary content and strategies and thus problematize this important content. Although making the task more difficult in the short term, by forcing learners to engage with this complexity, such scaffolded tools make this work more productive opportunities for learning. I present arguments for these mechanisms in terms of the obstacles learners face, and I present several brief examples to illustrate their use in design guidelines. Finally, I examine how the mechanisms of structuring and problematizing are sometimes complementary and sometimes in tension in design, discuss design tradeoffs in developing scaffolded investigation tools for learners, and consider the reliance of scaffolding on a classroom system of supports.