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ERIC Number: ED442640
Record Type: RIE
Publication Date: 1998
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Practices That Provide Cognitive Scaffolding for Classroom Inquiry.
Flick, Lawrence B.
Cognitive Scaffolding is what a teacher does when working with a student to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts. As a psychological construct, it refers to the interaction between the knowledge and skills of teacher and student. A computer, textbook, or laboratory materials may serve as proxy for a "teacher." Considering that scaffolding is typically a dynamic process, reflecting adjustments based on student responses, arguably the most important source of scaffolding in a classroom, is the flesh and blood teacher. The teacher decides, consciously or unconsciously, how and when to use a computer, textbook, or laboratory materials. The actions of the teacher are also the primary mediator of the scaffolding effects of other classroom materials. This paper is part of a research program whose purpose it is to design instruction for scaffolding classroom inquiry in middle school classrooms. (Contains 10 references.) (Author/YDS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A