Why scaffolding should sometimes make tasks more difficult for learners

Reiser, Brian J.

doi:10.3115/1658616.1658652

Cited by 45 publications

(47 citation statements)

References 39 publications

(28 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to avoid this elaboration-reduction-effect, epistemic script components may need to be faded out. It may also be necessary in some cases to make collaborative learning tasks harder instead of simplifying the collaborative learning task in order to facilitate the active elaboration of the learning material (Palincsar & Herrenkohl, 1999;Reiser, 2002). Furthermore, the degree to which epistemic script components demand the elaboration of learning material or "micromanage" the task may depend on the prior knowledge of the participants.…”

Section: Discussionmentioning

confidence: 99%

“…Epistemic script components may support learners in finding adequate task strategies and may ask learners to elaborate on aspects of the task they would not normally consider (cf. Reiser, 2002). Approaches that we classify as epistemic script components may thus map expert-like strategies onto the interaction of learners (Dufresne, Gerace, Thibodeau Hardiman, & Mestre, 1992;Herrenkohl and Guerra, 1998).…”

Section: Script Components For Argumentative Knowledge Constructionmentioning

confidence: 99%

See 1 more Smart Citation

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Weinberger¹,

Stegmann

Fischer³

et al. 2007

Scripting Computer-Supported Collaborative Learning

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: Script Components For Argumentative Knowledge Constructionmentioning

confidence: 99%

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Weinberger¹,

Stegmann

Fischer³

et al. 2007

Scripting Computer-Supported Collaborative Learning

View full text Add to dashboard Cite

“…The inability of learners to comprehend the assistance they have been offered results in that scaffolding experience being specific only for that particular situation and so would not have provided learning support (Reiser, 2002). Scaffolding then requires that the teacher establish a tactful balance between assistance provision and constant learner engagement in the task (Reiser, 2002).…”

Section: Scaffolding and Learning Within The Zone Of Proximal Developmentioning

confidence: 99%

“…Scaffolding then requires that the teacher establish a tactful balance between assistance provision and constant learner engagement in the task (Reiser, 2002). Wood, Bruner, and Ross (1976) declared that humans are the only ones where intentional tutoring occurs during childhood.…”

Section: Scaffolding and Learning Within The Zone Of Proximal Developmentioning

confidence: 99%

See 1 more Smart Citation

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Salinas¹,

Vladimir²

View full text Add to dashboard Cite

This study focused on exploring Chilean pre-service English teachers' perceptions regarding the use of structured cooperative groups to learn about Australian historical events and geographical information in the virtual world of Second Life and face-to-face.Currently, there is a dearth of research in the area of pre-service teachers' perceptions in the use of a cooperative approach to learning in these two types of environments.Additionally, it was important to understand if cooperative learning helps to improve preservice teachers' preparation, regardless of the type of environment in which it is implemented.A case study methodology with two case studies, each incorporating two embedded units of analysis, was used to have an in-depth look at the use of cooperation for teaching and learning in Second Life and face-to-face. The cases of Mr "R" and Mr "J" and their respective teachers in each environment were analyzed. Qualitative information gathered from interviews and focus groups showed that both case study participants perceived the use of a cooperative approach to learning as highly beneficial to not only improve their learning but also develop their social skills. Similarly, both teachers, Miss "A" and Miss "V", also reflected on the benefits of cooperation for improving their teaching practices.Qualitative data claims were backed up by quantitative information obtained from a Cooperative Learning Questionnaire and the achievement test. An ANOVA questionnaire analysis showed that there were no significant differences in cooperation perception in both types of environments. This means that cooperation is perceived similarly regardless of the context in which it is used. Additionally, an ANCOVA analysis was conducted for test results which showed that even though the virtual group performed significantly better the second time, the face-to face group also improved its performance the second time. This means that a cooperative approach to learning had a positive significant impact on both types of environments.Based on the results of this study, the development of a framework to assist establishing cooperative group work in virtual environments is proposed. The framework combines Salmon's (2011) five-stage model, the elements that a structured cooperative group must comprehend (Gillies, 2007), Hannafin, Land andOliver (1983) and Roehler and Cantlon's (1997) scaffolding components. The proposed framework stands as a helpful element towards effectively implementing cooperative learning in virtual environments and making virtual environments even more effective when used in a learning experience.ii In summary, this study helped to explore Chilean pre-service English teachers' perceptions of the use of a cooperative approach to learn about Australia. It also contributed to create a holistic picture of the benefits that working under a cooperative approach entails, regardless of the context. Further, the use of a virtual world such as Second Life proved that cooperative learning can be fostered by the visu...

show abstract

Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry

2004

View full text Add to dashboard Cite

Science education reforms consistently maintain the goal that students develop an understanding of the nature of science, including both the nature of scientific knowledge and methods for making it. This paper articulates a framework for scaffolding epistemic aspects of inquiry that can help students understand inquiry processes in relation to the kinds of knowledge such processes can produce. This framework underlies the design of a technology-supported inquiry curriculum for evolution and natural selection that focuses students on constructing and evaluating scientific explanations for natural phenomena. The design has been refined through cycles of implementation, analysis, and revision that have documented the epistemic practices students engage in during inquiry, indicate ways in which designed tools support students' work, and suggest necessary additional social scaffolds. These findings suggest that epistemic tools can play a unique role in supporting students' inquiry, and a fruitful means for studying students' scientific epistemologies.

show abstract

Why scaffolding should sometimes make tasks more difficult for learners

Cited by 45 publications

References 39 publications

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry

Contact Info

Product

Resources

About