Scaffolding: Definition, current debates, and future directions

Research output: Chapter in Book/Report/Conference proceedingChapter

75 Scopus citations

Abstract

Instructional scaffolding can be defined 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 defined and its theoretical backing is explored. Then scaffolding strategies and examples are explored. Trends, findings, 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) domainspecific 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.

Original languageEnglish (US)
Title of host publicationHandbook of Research on Educational Communications and Technology
Subtitle of host publicationFourth Edition
PublisherSpringer New York
Pages505-518
Number of pages14
ISBN (Electronic)9781461431855
ISBN (Print)9781461431848
DOIs
StatePublished - Jan 1 2014

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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