A Review of Constructivist Learning Methods with Supporting Tooling in ICT Higher Education: Defining Different Types of Scaffolding
A Review of Constructivist Learning Methods with Supporting Tooling in ICT Higher Education: Defining Different Types of Scaffolding
复制标题
信息通信技术高等教育中建构主义学习方法与支持工具的回顾：定义不同类型的脚手架
DOI：
10.3217/jucs-018-16-2334
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
J. Blat
中科院分区：
文献类型：
--
作者：
Javier Melero;Davinia Hernández Leo;J. Blat
信息和通信技术(ICT)工程教育正面临着学生兴趣下降的问题。为了解决这个问题，已经确定了从传统的学习方法向建构主义方法转变的必要性。以社会和建构主义理论为基础的几种教学方法正在应用于让学生参与信息和通信技术教育。本文对2000至2010年间开展的将建构主义学习方法和支持工具应用于特定信息和通信技术领域的研究进行了文献综述。通过对文献综述的分析，本文确定了信息技术教育领域中最具代表性的建构主义学习方法。我们特别注意用于支持学习过程的教育工具以及应用这种方法的学习益处。分析还表明，指导方法和工具实施的不同组合经常被用来支撑学习过程。为了了解脚手架在所研究的学习情景中存在的程度和方式，本文提出了不同类型的脚手架技术的定义。即：社会指导和系统指导脚手架，取决于是个人还是工具负责向学生提供支持；宏观脚手架，当教学方法确定活动流程时，或微观脚手架，当提供支助以在活动中执行具体行动时；和工具包围式脚手架，当一个通用工具，如学习管理系统，通过整合不同的支持性工具支撑学习过程，以及当脚手架在特定目的工具中应用时，嵌入工具。
Information and Communication Technology (ICT) engineering education is facing a decreasing interest by students. To deal with this issue, a need for shifting from traditional learning approaches to constructivist methods has been identified. Several pedagogical methodologies based on social and constructivist theories are being applied to engage students in ICT education. This paper presents a literature review of studies carried out from 2000 to 2010 that have applied constructivist learning methods with supportive tools to specific ICT areas. From the analysis of the literature review this paper identifies the most representative constructivist learning methods within the field of ICT education. In particular, we pay attention to the educational tooling used to support the learning process and the learning benefits of applying such methods. The analysis also reveals that different combinations of guidance approaches and tooling implementations are often adopted to scaffold the learning process. With the aim of understanding to what extent and how scaffolding is present in the studied learning scenarios, this document proposes a definition of different types of scaffolding techniques. Namely: social-guidance and system-guidance scaffolding, depending on whether an individual or a tool is the responsible for providing support to students; macro-scaffolding when pedagogical methods define activity flows, or micro-scaffolding when the support is provided to perform specific actions within activities; and tool-enveloped scaffolding, when a generic tool such a learning management system scaffolds the learning process by the integration of different supportive tools, and tool-embedded scaffolding when the scaffolding is applied within a specific-purpose tooling.
基于认知学徒的面向对象的软件工程教育支持环境
DOI：
--
发表时间：
2005
期刊：
Proc. the 5th International Conference on Advanced Learning Technologies (ICALT2005), IEEE
影响因子：
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作者：
Atsuo Hazeyama;Yoshihide Oglme;Masato Miura
通讯作者：
Masato Miura
处理器组织、编译器设计和计算机网络综合实验室
DOI：
--
发表时间：
2004
期刊：
IEEE Trans.Educ. <47>[3]
影响因子：
--
作者：
K.Abe;T.Tateoka;M.Suzuki;Y.Maeda;K.Kono;T.Watanabe
通讯作者：
T.Watanabe