Scaffolding: Definition, Current Debates, and Future Directions

Abstract

Instructional scaffolding can be de fi ned as support provided by a teacher/parent, peer, or a computer-or a paper-based tool that allows students to meaningfully participate in and gain skill at a task that they would be unable to complete unaided. The metaphor of scaffolding has been applied to instruction in contexts ranging from literacy education to science education, and among individuals ranging from infants to graduate students. In this chapter, scaffolding is de fi ned and its theoretical backing is explored. Then scaffolding strategies and examples are explored. Trends, fi ndings, and implications of current empirical research are presented and discussed. Current debates in the scaffolding literature are explored, including whether (a) scaffolding needs to be based on dynamic assessment and fading, and (b) domainspeci fi c knowledge needs to be embedded in scaffolding. Finally, future research directions are outlined, including transfer of responsibility, the interaction between teacher scaffolding and computer-based scaffolding, and other scaffolding aspects.

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

“…In this sense, scaffolding customization is defined as the change of scaffolding frequency and its nature based on a dynamic assessment of students' current abilities (Belland 2014). There are three kinds of scaffolding customization (i.e., fading, adding, fading/ adding supports).…”

“…Central to student success in such approaches is scaffolding-dynamic support that helps students meaningfully participate in and gain skill at tasks that are beyond their unassisted capabilities (Belland 2014;Hmelo-Silver et al 2007). When originally defined, instructional scaffolding was delivered in a one-to-one manner by a teacher (Wood et al 1976).…”

Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs

“…Belland (2014) questions the extent to which scaffolds that are specific to the knowledge context are helpful to the learner, while Molenaar et al's study (2012) suggests that 'dynamic' scaffolding might not affect students' domain knowledge. In our study, we find evidence that flowchart proofs with open problems contribute to supporting students' understanding of domain-specific knowledge of mathematical proofs.…”

“…We mainly follow this notion of scaffolding in this paper, that is, we take scaffolding to be a 'two-step process' that includes 'cognitive', 'technical', and 'affective' supports in order to support learners to achieve their goals. In particular, based on Belland's (2014) comments regarding the need for further research in scaffolds that are specific to the knowledge context, we investigate the features can be used to design scaffolds that provide effective support for students' domain-specific knowledge about introductory proofs in junior high school mathematics.…”

“…In the literature (e.g. Yelland and Masters, 2007;Smit, van Eerde and Bakker, 2013;Belland, 2014), scaffolding has been discussed within another influential notion, that of the 'zone of proximal development' (ZPD), originally conceptualised by Vygotsky (1978) as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (p. 86). These two notions are generally recognised as something intertwined with each other as they collectively suggest that we need to identify learning progressions which novice learners have to take in order to master certain concepts, and that we need to design instructional interventions in order to scaffold such progressions.…”