Revisiting and re-representing scaffolding: The two gradient model

Malik, Shoaib Ahmed

doi:10.1080/2331186x.2017.1354434

Cited by 10 publications

(13 citation statements)

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“…Furthermore, the participants reported interactions engendered by active teaching and learning as well as parental engagement in the teaching and learning their children at home attested to their responsiveness that scaffolded a child's development independent [21]. Nevertheless, the study participants' responses focused on the low level of developing the child's capacity to solve critical problems.…”

Section: Discussionmentioning

confidence: 97%

Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania

Basil¹

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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Despite its recognition in the pre-primary curriculum and being among preferred learning outcomes at different levels, it is not well-known how child's teachers [parents and classroom teachers] engage to enhance children with authentic problem solving skills. Phenomenography study design was used to investigate and reveal use of cognitive apprenticeship by involving 12 parents and nine classroom teachers who were sampled purposely because of their stake in the level of education. Data were collected through individual in-depth interviews and two focus group discussions [FGDs] to teachers and parents respectively in Konawa district. Thematic content analysis obeying three-steps-open coding, axial coding and selective coding-introduced by Strauss and Corbin (1990) was applied. Findings reveal that classroom teachers differed with parents on strategies they used to enhance a child's problem solving skills. However, work environment, policy-related issues, and child-related issues impacted classroom teachers' on their initiatives in nurturing children to become good problem solvers; while economic status, lack of parental knowledge and diseases affected parents' initiatives on the same. The study concludes that development of children with authentic problems requires a working environment as well as policy specification be improved to achieve it.

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Section: Discussionmentioning

confidence: 97%

Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania

Basil¹

2021

Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)

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“…The design of computer-mediated systems with cognitive and metacognitive functions assisted in providing dynamic scaffolding for learning essential clinical skills, such as diagnostic reasoning and communication, which are usually learnt during patient interactions [ 59 , 62 ]. The adaptive capacity, dynamism, contingency, and fading witnessed in computer systems used in health sciences programmes improved the limitations of cultural tools described in the work of Malik [ 84 ].…”

Section: Discussionmentioning

confidence: 99%

Scaffolding in Health Sciences Education Programmes: An Integrative Review

2022

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The complexity of health sciences programmes justifies scaffolding to support students in becoming competent health professionals. This article reports on an integrative review that aimed to describe the application of scaffolding in health sciences programmes. Twenty-nine sources, inclusive of theoretical and empirical studies, were reviewed. The sequencing of educational activities, the application of scaffolding tools or resources, frameworks for applying scaffolding, modelling, and fading represented the application of scaffolding in health sciences programmes. Awareness of the application of scaffolding in health sciences programmes could contribute to enhancing competence development among students when applied across all learning platforms.

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“…22,23 Relatedly, meso-scaffolding is the deliberate structuring of modular content and teaching-learning activities to aid students’ knowledge construction from small, simple tasks that eventually build to complex assignments. 22,23 Micro-scaffolding corresponds to the ‘just in time’ support provided to enhance the students’ learning of complex tasks. 22 Although these scaffolding levels are primarily illustrated in basic education, 22,23 their adoption can assist in the design of comprehensive approaches for effective scaffolding practice in health sciences programmes.…”

Section: Introductionmentioning

confidence: 99%

“…22,23 Micro-scaffolding corresponds to the ‘just in time’ support provided to enhance the students’ learning of complex tasks. 22 Although these scaffolding levels are primarily illustrated in basic education, 22,23 their adoption can assist in the design of comprehensive approaches for effective scaffolding practice in health sciences programmes.…”

Section: Introductionmentioning

confidence: 99%

“…Linked to the diversification of scaffolding strategies are the inconsistencies in the conceptualisation of scaffolding in the literature. 17,22 The diversity of scaffolding conceptualisation 17,22,23 highlights possible varied interpretations and applications of the concept in disciplines such as health sciences. In most of the cases reported in health sciences programmes, scaffolding strategies are poorly harnessed and lack a shared approach to how programmes could integrate scaffolding in curricular.…”

Section: Introductionmentioning

confidence: 99%

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Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study

Masava

Nyoni

Botma

2023

Journal of Medical Education and Curricular Development

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Introduction Health sciences programmes operate in complex, unpredictable contexts, underscoring the need for comprehensive scaffolding of the learning processes. Yet, the scaffolding approaches remain fragmented, and lack a shared approach to how programmes could integrate scaffolding across the curricula. The literature argues that standards result in the comprehensive implementation of educational practices. There are no reported standards related to scaffolding practices in these programmes. OBJECTIVES To develop standards for scaffolding in health sciences programmes utilising a consensus approach through a modified Delphi Technique. METHODS Following the recommendations on Conducting and REporting of DElphi Studies (CREDES), an online modified Delphi technique was applied. Evidence on the application of scaffolding in health sciences programmes, obtained through an integrative review, was synthesised to draft standards. Using purposive and snowball sampling, an international panel from diverse geographical and professional backgrounds refined and validated the standards. Descriptive statistics was utilised to analyse demographic data and consensus agreements to include standards and criteria. Qualitative analysis of textual comments ensured the synthesis and inclusion of critical divergent views and additions. RESULTS A total of 22 experts from around the globe agreed to participate in the study and one did not complete Delphi surveys. Most experts ( n = 18) held a PhD; and an average of 19 years of teaching in health sciences programmes. Four standards and 27 criteria were included after achieving consensus during the two Delphi surveys rounds. The included standards focused on four areas: structuring and sequencing educational activities, resources/tools for scaffolding, structuring the programme and instructional strategies to support learning. CONCLUSION The principle-based standards developed in this study could direct and support scaffolding practices in health sciences programmes. The standards’ emphases on macro-, meso- and micro-scaffolding present numerous opportunities for designing and applying contextually sensitive scaffolding strategies at every level of curriculum implementation.

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Revisiting and re-representing scaffolding: The two gradient model

Cited by 10 publications

References 0 publications

Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania

Parents and Teachers Engagement in Using Cognitive Apprenticeship for Child’s Development of Authentic Problem- Solving Skills in Tanzania

Scaffolding in Health Sciences Education Programmes: An Integrative Review

Standards for Scaffolding in Health Sciences Programmes: A Delphi Consensus Study

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