The Scaffolding Causalitic-Thinking Approach to Increase the Problem-Solving Ability of Students on Fluids

Rokhmat, Joni; Marzuki, Marzuki; Hikmawati, Hikmawati; Verawati, Ni Nyoman Sri Putu

doi:10.20961/seeds.v1i1.20276

Cited by 1 publication

(1 citation statement)

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“…Some strategies related to the scaffolding principle emerge from some studies in this regard: Verawati (in Rokhmat et al, 2017) highlights the decomposition of the main task into several tasks in order to increase problem-solving ability in pupils. Wilson and Devereux (2014) emphasized the importance of design in breaking down into subtasks, highlighting the need for these tasks to be sequenced and structured so that they can lead to the completion of the main task.…”

Section: Scaffolding: Implications For Learning Processesmentioning

confidence: 99%

Peer Tutoring and Scaffolding Principle for Inclusive Teaching

Nardacchione¹,

Peconio²

2022

Elementa. Intersections Between Philosophy, Epistemology and Empirical Perspectives

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This paper aims to investigate the theoretical references that the literature offers with respect to the principle of scaffolding and to the methodology of Peer Tutoring from an inclusive perspective. The principle of scaffolding, in fact, has its roots in the first definitions by Vygotskij (1978a) who defines it as the social support provided to the student during the completion of a learning task to solve a problem or achieve a goal. Subsequently, this principle has been declined in an inclusive perspective with respect to classroom management and with respect to new transmedia learning environments. The reference literature was reviewed to highlight the learning outcomes related to the principle of cognitive, metacognitive and emotional scaffolding. In addition, from the point of view of classroom management from an inclusive perspective, a declination that is effective refers to Peer Tutoring. This methodology aims to promote mutual interactions mediated by peers in order to optimize individual functioning and promote the holistic development of the parties involved. Therefore, the Peer Tutoring methodology was highlighted with reference to both the theoretical and practical components of the studies investigated.

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Section: Scaffolding: Implications For Learning Processesmentioning

confidence: 99%