Instructional Scaffolding: Foundations and Evolving Definition

Abstract

This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/ adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.

Generation and Use of Hints and Feedback in a Hilbert-Style Axiomatic Proof Tutor

“…Our approach and design choices build upon scaffolding theories as described by Wood et al (1976) and Belland (2017). Wood et al (1976), referring to Bernshteǐn (1967), mention reducing the degrees of freedom as one of the scaffolding functions.…”

“…Reducing the number of steps that a student has to perform makes it possible to focus on the elements of the task that lead to learning gains (Belland 2017). The dialog box allows a student to concentrate on the steps that are closely related to the learning goal of LOGAX.…”

“…'Providing just the right amount of support' is the second scaffolding element in Belland's list. In an intelligent tutoring system scaffolding is often implemented as a sequence of hints that are increasingly supportive (Belland 2017). We have implemented this scaffolding strategy in our ITS.…”

“…Since we do not employ a student model at this moment, we cannot apply fading strategies, which reduce the amount of feedback when the system thinks that the student does not need this. This is not necessarily a shortcoming: according to Belland (2017), leaving control of the support by the ITS to a student may lead to transfer of responsibility.…”

Board 23: The Effects of a Mobile Learning Environment on Stident Achievement in a Circuits Analysis Course

“…Research shows that the use of scaffolds allows students to actively engage difficult lesson objectives that, without the instructional scaffolds, may not be possible in different settings [12,13]. Scaffolding, in problem-solving, attempts to move the learner's domain knowledge from novice to expert throughout the learning objective [14,15].…”