Extending the scaffolding metaphor
Extending the scaffolding metaphor
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DOI：
10.1007/s11251-005-1279-2
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发表时间：
2005-11-01
影响因子：
2.5
通讯作者：
Lajoie, SP
中科院分区：
文献类型：
--
作者：
Lajoie, SP
简要概述了如何在教育环境中定义脚手架隐喻。这包括讨论什么理论指导决策关于什么脚手架，以及考虑谁或脚手架是什么（人类教师，同伴和导师或计算机导师或为学习环境设计的支持工具）。脚手架结构与教学和评估相交叉，因为教师评估学习者以确定哪种类型或级别的脚手架足以帮助学习者发挥其潜力。这种评估是动态的和持续的，可以通过对话和社会互动进行，无论是否使用技术。因此，在必要的时候和地方提供支架，但当有学习的证据存在时，它们也会被移除。本文描述了这个问题的贡献者如何将脚手架比喻扩展到基于开放式技术的环境。从指导脚手架设计的理论、评估脚手架如何影响学习的指标以及向他人教授脚手架技术的角度，回顾了关于如何扩展脚手架隐喻的实证研究。
A brief overview 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.