Revisiting and re-representing scaffolding: The two gradient model

Malik, Shoaib Ahmed

doi:10.1080/2331186x.2017.1331533

Cited by 33 publications

(35 citation statements)

References 30 publications

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“…Therefore, scaffolding activities carried out by teachers in this study are expected to minimize these problems. Scaffolding activity was chosen as treatment in this study due to some references informed that this activity could assisting students during facing difficulties in learning process (Belland, 2017;Chairani, 2015;Malik, 2017;Murtagh & Webster, 2010). Moreover, Chairani (2015) states that scaffolding is an effective method used to minimize student learning difficulties in problem-solving.…”

Section: Resultsmentioning

confidence: 99%

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Empowering scientific thinking skills through creative problem solving with scaffolding learning

Ratnasari¹,

Suciati²,

Maridi³

2019

JPBI

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Scientific thinking is a crucial skill for students in facing 21st-century challenges. The aim of this study was to analyze the effect of Creative Problem Solving (CPS) with scaffolding learning implementation on students' thinking skills. The study employed quasi-experimental design in which the sample was 96 of population was 270 students. The sampling technique used was cluster random sampling. The data obtained from the test instrument constructed from four aspects observed. The data was analyzed using dependent t-test. The results showed that there was an influence of the CPS with scaffolding on students' scientific thinking skills. Thus, CPS with scaffolding learning effectively empowered the students’ scientific thinking skills.

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Section: Resultsmentioning

confidence: 99%

“…Through scaffolding, teacher assisting gradually to students who are referring to the difficulties faced by students during the learning process (Belland, 2017;Chairani, 2015;Malik, 2017;Murtagh & Webster, 2010). Scaffolding helps students in the process of finding and solving problems in a guided manner.…”

Section: Introductionmentioning

confidence: 99%

Empowering scientific thinking skills through creative problem solving with scaffolding learning

Ratnasari¹,

Suciati²,

Maridi³

2019

JPBI

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“…The existence of scaffolding in learning provides various benefits for students. This statement is based on various reports that are studying the implementation of scaffolding in learning (Dresner, De Rivera, Fuccillo, & Chang, 2014;Malik, 2017;Thitima & Sumalee, 2012). Therefore, in TWSS, lecturers prepare modules to help pre-service teachers master their competencies.…”

Section: Resultsmentioning

confidence: 99%

“…The principle of scaffolding in learning is to help students achieve learning objectives (Belland, 2017;Browne, Hough, & Schwab, 2009;Malik, 2017;Sinaga & Suhandi, 2015). The scaffolding phase is supported by Vygotsky's social constructivist theory (Malik, 2017;Shabani, Khatib, & Ebadi, 2010). There are four important principles of Vygotsky's constructivist theory; one of them is Zone of Proximal Development (ZPD).…”

Section: Resultsmentioning

confidence: 99%

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Kurnia

Ibrahim

Widodo

2019

JPBI

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Competencies of nowadays biology pre-service teacher is an important key for the future education quality. This article aimed to discuss the effectiveness of Thinking Working Scaffolding Sharing (TWSS) model implementaton in Departement of Biology UM. This quantitative descriptive study used learning outcomes (professional and pedagogical competencies), attitudes, and group activity of biology pre-service teacher as determinant factors of the TWSS model effectiveness. The instrument to collect the data for those parameters were product assessment and observation sheet. Universitas Negeri Malang assessment guideline was utilized to determine the pre-service teachers’ competencies; meanwhile, the percentage calculation was employed as the data analysis procedure to proceed the data. The results informed: 1) the mean values of learning outcomes for professional and pedagogical competencies were 94 and 74, respectively; 2) 92% of students showed individual responsibility in completing their tasks (in which 46% was categorized as ‘excellent’ and the other 46% was considered as ‘good’); 3) 85% of students performed excellent attitude in their group work. Therefore, the implementation of TWSS model is effective to improve natural science competencies for biology pre-service teacher.

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“…Social constructivism meanwhile emphasises the role of interaction between the student and others in the development of learning and identifies the importance of learning experiences occurring within situations or environments that are salient to the targeted subject or skills (Schreiber and Valle, 2013). Scaffolding is a key approach associated with social constructivist learning which involves the development of supports that assist the learner to gradually develop independent mastery (Malik and Wiseman, 2017). The mnemonic is used within the scaffolding process and supports the student to develop proficiency in suicide intervention in a safe and supported manner.…”

Section: Mnemonicsmentioning

confidence: 99%

Use of a mnemonic to support suicide intervention training for nursing students

Gillespie

2020

Mental Health Practice

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Suicide is a global problem that is currently attracting significant focus. Within the U.K. the reduction of deaths caused by suicide is a goal for each of the home nations and has led to the development of initiatives enhancing training on the recognition and management of suicide risk. Many of the groups associated with heightened risk of suicide are in contact with health services and as a result nurses will frequently encounter people who are suicidal. This is recognised within the recently updated NMC proficiencies for nurse education which mandates proficiency in suicide risk management for nurses qualifying within all fields of nursing. As part of a review of suicide intervention training one university developed the TIPTOES mnemonic to support student nurses gradually develop confidence and competence in suicide intervention.

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Revisiting and re-representing scaffolding: The two gradient model

Cited by 33 publications

References 30 publications

Empowering scientific thinking skills through creative problem solving with scaffolding learning

Empowering scientific thinking skills through creative problem solving with scaffolding learning

Thinking working scaffolding sharing model to improve natural science competencies for biology pre-service teachers

Use of a mnemonic to support suicide intervention training for nursing students

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