TY - JOUR
T1 - Scaffolding analysis
T2 - Extending the scaffolding metaphor to learning artifacts
AU - Sherin, Bruce
AU - Reiser, Brian J.
AU - Edelson, Daniel
PY - 2004
Y1 - 2004
N2 - The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaf-folding has been applied more broadly, and it has been transformed and generalized. Most recently, it has been used by researchers in the learning sciences to describe features and functions of technological artifacts, especially those of educational software. In this article, we present an analytic framework that we believe can guide and systematize these new uses of the scaffolding metaphor. In this new framework, "scaffolds" are not features of artifacts or situations, nor is "scaffolding" something that may be occurring (or not) in a given situation that we observe. Rather, a scaffolding analysis is a kind of comparative analysis that we perform on learning interactions. Because this analysis is comparative, it always produces results that are relative to specific choices that we make in framing the comparative analysis. In this article, we present a theoretical argument for our proposed framework and illustrate the definition by applying it to two software environments.
AB - The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaf-folding has been applied more broadly, and it has been transformed and generalized. Most recently, it has been used by researchers in the learning sciences to describe features and functions of technological artifacts, especially those of educational software. In this article, we present an analytic framework that we believe can guide and systematize these new uses of the scaffolding metaphor. In this new framework, "scaffolds" are not features of artifacts or situations, nor is "scaffolding" something that may be occurring (or not) in a given situation that we observe. Rather, a scaffolding analysis is a kind of comparative analysis that we perform on learning interactions. Because this analysis is comparative, it always produces results that are relative to specific choices that we make in framing the comparative analysis. In this article, we present a theoretical argument for our proposed framework and illustrate the definition by applying it to two software environments.
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U2 - 10.1207/s15327809jls1303_5
DO - 10.1207/s15327809jls1303_5
M3 - Article
AN - SCOPUS:4043070685
SN - 1050-8406
VL - 13
SP - 387
EP - 421
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 3
ER -