메뉴 건너뛰기




Volumn , Issue , 2014, Pages 505-518

Scaffolding: Definition, current debates, and future directions

Author keywords

Computer based scaffolding; Instructional scaffolding; Non scaffolding instructional support; One to one scaffolding; Peer scaffolding; Transfer of responsibility

Indexed keywords


EID: 84885923388     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-3185-5_39     Document Type: Chapter
Times cited : (164)

References (104)
  • 1
    • 0036210232 scopus 로고    scopus 로고
    • An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor
    • Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26(2), 147-179.
    • (2002) Cognitive Science , vol.26 , Issue.2 , pp. 147-179
    • Aleven, V.A.1    Koedinger, K.R.2
  • 2
    • 33745033091 scopus 로고    scopus 로고
    • Peer teaching and learning: Co-constructing language in a dual language first grade
    • Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 20(3), 173-190.
    • (2006) Language and Education , vol.20 , Issue.3 , pp. 173-190
    • Angelova, M.1    Gunawardena, D.2    Volk, D.3
  • 3
    • 33144490089 scopus 로고    scopus 로고
    • Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning
    • Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199-209.
    • (2005) Educational Psychologist , vol.40 , Issue.4 , pp. 199-209
    • Azevedo, R.1
  • 5
    • 57849151511 scopus 로고    scopus 로고
    • Using the theory of habitus to move beyond the study of barriers to technology integration
    • Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers in Education, 52, 353-364.
    • (2009) Computers in Education , vol.52 , pp. 353-364
    • Belland, B.R.1
  • 6
    • 79952072028 scopus 로고    scopus 로고
    • Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds
    • Belland, B. R. (2010). Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds. Educational Technology Research and Development, 58(3), 285-309.
    • (2010) Educational Technology Research and Development , vol.58 , Issue.3 , pp. 285-309
    • Belland, B.R.1
  • 7
    • 81155130876 scopus 로고    scopus 로고
    • Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility
    • Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23(4), 577-600.
    • (2011) Educational Psychology Review , vol.23 , Issue.4 , pp. 577-600
    • Belland, B.R.1
  • 8
    • 46049097392 scopus 로고    scopus 로고
    • A scaffolding framework to support the construction of evidence-based arguments among middle school students
    • Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56, 401-422.
    • (2008) Educational Technology Research and Development , vol.56 , pp. 401-422
    • Belland, B.R.1    Glazewski, K.D.2    Richardson, J.C.3
  • 9
    • 79961172160 scopus 로고    scopus 로고
    • Problembased learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments
    • Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problembased learning and argumentation: Testing a scaffolding framework to support middle school students' creation of evidence-based arguments. Instructional Science, 39, 667-694.
    • (2011) Instructional Science , vol.39 , pp. 667-694
    • Belland, B.R.1    Glazewski, K.D.2    Richardson, J.C.3
  • 13
    • 0002213688 scopus 로고    scopus 로고
    • Rethinking transfer: A simple proposal with multiple implications
    • Bransford, J. D., & Schwartz, D. L. (1999). Rethinking transfer: A simple proposal with multiple implications. Review of Research in Education, 24, 61-100.
    • (1999) Review of Research in Education , vol.24 , pp. 61-100
    • Bransford, J.D.1    Schwartz, D.L.2
  • 14
    • 0033465796 scopus 로고    scopus 로고
    • Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities
    • Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75-85.
    • (1999) Educational Psychologist , vol.34 , Issue.2 , pp. 75-85
    • Brophy, J.1
  • 15
    • 84935412703 scopus 로고
    • Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings
    • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178.
    • (1992) Journal of the Learning Sciences , vol.2 , Issue.2 , pp. 141-178
    • Brown, A.L.1
  • 18
    • 0001962634 scopus 로고    scopus 로고
    • Constructing self-explanations and scaffolded explanations in tutoring.
    • Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10, S33-S49.
    • (1996) Applied Cognitive Psychology , vol.10 , pp. S33-S49
    • Chi, M.T.H.1
  • 19
    • 0036114988 scopus 로고    scopus 로고
    • Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks
    • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
    • (2002) Science Education , vol.86 , pp. 175-218
    • Chinn, C.A.1    Malhotra, B.A.2
  • 20
    • 0036436003 scopus 로고    scopus 로고
    • The effects of argumentation scaffolds on argumentation and problem-solving
    • Cho, K., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem-solving. Educational Technology Research and Development, 50(3), 5-22.
    • (2002) Educational Technology Research and Development , vol.50 , Issue.3 , pp. 5-22
    • Cho, K.1    Jonassen, D.H.2
  • 22
    • 85085411743 scopus 로고
    • Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics
    • L. B. Resnick (Ed.), Hillsdale, NJ: Lawrence Erlbaum
    • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser, (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum.
    • (1989) Knowing, learning and instruction: Essays in honor of Robert Glaser , pp. 453-494
    • Collins, A.1    Brown, J.S.2    Newman, S.E.3
  • 23
    • 0141463622 scopus 로고    scopus 로고
    • Longitudinal analysis of the presence, efficacy, and stability of maternal scaffolding during informal problem-solving interactions
    • Conner, D. B., & Cross, D. R. (2003). Longitudinal analysis of the presence, efficacy, and stability of maternal scaffolding during informal problem-solving interactions. British Journal of Developmental Psychology, 21, 315-334.
    • (2003) British Journal of Developmental Psychology , vol.21 , pp. 315-334
    • Conner, D.B.1    Cross, D.R.2
  • 25
    • 73949089217 scopus 로고    scopus 로고
    • Teacher education and the American future
    • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(2), 35-47.
    • (2010) Journal of Teacher Education , vol.61 , Issue.2 , pp. 35-47
    • Darling-Hammond, L.1
  • 26
    • 0037208191 scopus 로고    scopus 로고
    • Prompting middle school science students for productive reflection: Generic and directed prompts
    • Davis, E. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. Journal of the Learning Sciences, 12(1), 91-142.
    • (2003) Journal of the Learning Sciences , vol.12 , Issue.1 , pp. 91-142
    • Davis, E.1
  • 27
    • 0001287846 scopus 로고    scopus 로고
    • Scaffolding students' knowledge integration: Prompts for reflection in KIE
    • Davis, E. A., & Linn, M. C. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22, 819-837.
    • (2000) International Journal of Science Education , vol.22 , pp. 819-837
    • Davis, E.A.1    Linn, M.C.2
  • 28
    • 85028090776 scopus 로고    scopus 로고
    • Accessed 17 January at
    • Design Principles Database. (n. d.). Design principles database. Accessed 17 January, 2012, at http://www.edu-design-principles.org/dp/designHome.php.
    • (2012) Design principles database
  • 30
    • 0142124338 scopus 로고    scopus 로고
    • Meta-synthesis: The state of the art-so far
    • Finfgeld, D. L. (2003). Meta-synthesis: The state of the art-so far. Qualitative Health Research, 13, 893-904.
    • (2003) Qualitative Health Research , vol.13 , pp. 893-904
    • Finfgeld, D.L.1
  • 31
    • 35348828405 scopus 로고    scopus 로고
    • The role of agency in distributed cognitive systems
    • Giere, R. N. (2006). The role of agency in distributed cognitive systems. Philosophy of Science, 73, 710-719.
    • (2006) Philosophy of Science , vol.73 , pp. 710-719
    • Giere, R.N.1
  • 32
    • 65649096554 scopus 로고    scopus 로고
    • Interaction between tool and talk: How instruction and tools support consensus building in collaborative learning environments
    • Gijlers, H., Saab, N., van Joolingen, W. R., de Jong, T., & van Hout-Wolters, B. H. A. M. (2009). Interaction between tool and talk: How instruction and tools support consensus building in collaborative learning environments. Journal of Computer Assisted Learning, 25, 252-267.
    • (2009) Journal of Computer Assisted Learning , vol.25 , pp. 252-267
    • Gijlers, H.1    Saab, N.2    Van Joolingen, W.R.3    De Jong, T.4    Van Hout-Wolters, B.H.A.M.5
  • 33
    • 46249097108 scopus 로고    scopus 로고
    • The effects of cooperative learning on junior high students' behaviours, discourse, and learning during a science-based learning activity
    • Gillies, R. M. (2008). The effects of cooperative learning on junior high students' behaviours, discourse, and learning during a science-based learning activity. School Psychology International, 29, 328-347.
    • (2008) School Psychology International , vol.29 , pp. 328-347
    • Gillies, R.M.1
  • 34
    • 33744511933 scopus 로고    scopus 로고
    • Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning
    • Gillies, R. M., & Boyle, M. (2006). Ten Australian elementary teachers' discourse and reported pedagogical practices during cooperative learning. The Elementary School Journal, 106, 429-452.
    • (2006) The Elementary School Journal , vol.106 , pp. 429-452
    • Gillies, R.M.1    Boyle, M.2
  • 36
    • 3242726065 scopus 로고    scopus 로고
    • Pursuit of explanation within a computer-supported classroom
    • Hakkarainen, K. (2004). Pursuit of explanation within a computer-supported classroom. International Journal of Science Education, 26(8), 979-996.
    • (2004) International Journal of Science Education , vol.26 , Issue.8 , pp. 979-996
    • Hakkarainen, K.1
  • 38
    • 0038979303 scopus 로고    scopus 로고
    • Scientific literacy: New minds for a changing world
    • Hurd, P. D. (1998). Scientific literacy: New minds for a changing world. Science Education, 82(3), 407-416.
    • (1998) Science Education , vol.82 , Issue.3 , pp. 407-416
    • Hurd, P.D.1
  • 42
    • 77953649907 scopus 로고    scopus 로고
    • Arguing to learn and learning to argue: Design justifications and guidelines
    • Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58(4), 439-457.
    • (2010) Educational Technology Research and Development , vol.58 , Issue.4 , pp. 439-457
    • Jonassen, D.H.1    Kim, B.2
  • 43
    • 85144929939 scopus 로고    scopus 로고
    • Technology-enhanced support strategies for inquiry learning.
    • J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), 3rd ed., New York: Lawrence Erlbaum
    • Kali, Y., & Linn, M. C. (2008). Technology-enhanced support strategies for inquiry learning.. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 145-161). New York: Lawrence Erlbaum.
    • (2008) Handbook of research on educational communications and technology , pp. 145-161
    • Kali, Y.1    Linn, M.C.2
  • 44
    • 35248827640 scopus 로고    scopus 로고
    • Expertise reversal effect and its implications for learner-tailored instruction
    • Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
    • (2007) Educational Psychology Review , vol.19 , pp. 509-539
    • Kalyuga, S.1
  • 45
    • 23744495109 scopus 로고    scopus 로고
    • Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
    • Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development, 53(3), 83-93.
    • (2005) Educational Technology Research and Development , vol.53 , Issue.3 , pp. 83-93
    • Kalyuga, S.1    Sweller, J.2
  • 46
    • 0032388745 scopus 로고    scopus 로고
    • Transactive peer tutoring: Distributing cognition and metacognition
    • King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10(1), 57-74.
    • (1998) Educational Psychology Review , vol.10 , Issue.1 , pp. 57-74
    • King, A.1
  • 47
    • 34548554824 scopus 로고    scopus 로고
    • Cognitive tutors: Technology bringing learning sciences to the classroom
    • K. Sawyer (Ed.), Cambridge, MA: Cambridge University Press
    • Koedinger, K. R., & Corbett, A. (2006). Cognitive tutors: Technology bringing learning sciences to the classroom. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences, (pp. 61-78). Cambridge, MA: Cambridge University Press.
    • (2006) The Cambridge handbook of the learning sciences , pp. 61-78
    • Koedinger, K.R.1    Corbett, A.2
  • 48
    • 0141918622 scopus 로고    scopus 로고
    • Problem-based learning meets case-based learning in a middle school science classroom: Putting Learning by Design into practice
    • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., et al. (2003). Problem-based learning meets case-based learning in a middle school science classroom: Putting Learning by Design into practice. Journal of the Learning Sciences, 12(4), 495-547.
    • (2003) Journal of the Learning Sciences , vol.12 , Issue.4 , pp. 495-547
    • Kolodner, J.L.1    Camp, P.J.2    Crismond, D.3    Fasse, B.4    Gray, J.5    Holbrook, J.6
  • 49
    • 0001161679 scopus 로고
    • The concept of activity in Soviet psychology: Vygotsky, his disciples and critics
    • Kozulin, A. (1986). The concept of activity in Soviet psychology: Vygotsky, his disciples and critics. American Psychologist, 41(3), 264-274.
    • (1986) American Psychologist , vol.41 , Issue.3 , pp. 264-274
    • Kozulin, A.1
  • 51
    • 52849092820 scopus 로고    scopus 로고
    • A developmental model of critical thinking
    • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-25.
    • (1999) Educational Researcher , vol.28 , Issue.2 , pp. 16-25
    • Kuhn, D.1
  • 53
    • 73949148689 scopus 로고    scopus 로고
    • How do technology-enhanced inquiry science units impact classroom learning?
    • Lee, H., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technology-enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching, 47(1), 71-90.
    • (2010) Journal of Research in Science Teaching , vol.47 , Issue.1 , pp. 71-90
    • Lee, H.1    Linn, M.C.2    Varma, K.3    Liu, O.L.4
  • 55
    • 41649098635 scopus 로고    scopus 로고
    • Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms
    • Li, D. D., & Lim, C. P. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers in Education, 50, 1394-1410.
    • (2008) Computers in Education , vol.50 , pp. 1394-1410
    • Li, D.D.1    Lim, C.P.2
  • 57
    • 0038134592 scopus 로고    scopus 로고
    • Designing the knowledge integration environment
    • Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781-796.
    • (2000) International Journal of Science Education , vol.22 , Issue.8 , pp. 781-796
    • Linn, M.C.1
  • 58
    • 0038434186 scopus 로고    scopus 로고
    • WISE design for knowledge integration
    • Linn, M. C., Clark, D., & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538.
    • (2003) Science Education , vol.87 , Issue.4 , pp. 517-538
    • Linn, M.C.1    Clark, D.2    Slotta, J.D.3
  • 59
    • 84993661184 scopus 로고    scopus 로고
    • How design experiments can inform a rethinking of transfer and vice versa
    • Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17-20.
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 17-20
    • Lobato, J.1
  • 61
    • 33749338066 scopus 로고    scopus 로고
    • Scaffolding for engagement in elementary school reading instruction
    • Lutz, S., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. The Journal of Educational Research, 100(1), 3-20.
    • (2006) The Journal of Educational Research , vol.100 , Issue.1 , pp. 3-20
    • Lutz, S.1    Guthrie, J.T.2    Davis, M.H.3
  • 62
    • 0040675650 scopus 로고    scopus 로고
    • Scaffolding student talk: One teacher's role in literature discussion groups
    • Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37(1), 94-112.
    • (2002) Reading Research Quarterly , vol.37 , Issue.1 , pp. 94-112
    • Maloch, B.1
  • 63
    • 70449591867 scopus 로고    scopus 로고
    • Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena
    • McNeill, K. L., & Krajcik, J. (2009). Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena. Journal of the Learning Sciences, 18, 416-460.
    • (2009) Journal of the Learning Sciences , vol.18 , pp. 416-460
    • McNeill, K.L.1    Krajcik, J.2
  • 64
    • 33645990367 scopus 로고    scopus 로고
    • Supporting students' construction of scientific explanations by fading scaffolds in instructional materials
    • McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. Journal of the Learning Sciences, 15(2), 153-191.
    • (2006) Journal of the Learning Sciences , vol.15 , Issue.2 , pp. 153-191
    • McNeill, K.L.1    Lizotte, D.J.2    Krajcik, J.3    Marx, R.W.4
  • 65
    • 3042677622 scopus 로고    scopus 로고
    • Reasoning as a scientist: Ways of helping children to use language to learn science
    • Mercer, N., Dawes, L., Wegerif, R., & Sams, C. (2004). Reasoning as a scientist: Ways of helping children to use language to learn science. British Educational Research Journal, 30(3), 359-377.
    • (2004) British Educational Research Journal , vol.30 , Issue.3 , pp. 359-377
    • Mercer, N.1    Dawes, L.2    Wegerif, R.3    Sams, C.4
  • 66
    • 42649093196 scopus 로고    scopus 로고
    • Individualising scaffolding: Teachers' literacy interruptions of ethnic minority students and students from low socioeconomic backgrounds
    • Mertzman, T. (2008). Individualising scaffolding: Teachers' literacy interruptions of ethnic minority students and students from low socioeconomic backgrounds. Journal of Research in Reading, 31(2), 183-202.
    • (2008) Journal of Research in Reading , vol.31 , Issue.2 , pp. 183-202
    • Mertzman, T.1
  • 68
    • 84909240721 scopus 로고    scopus 로고
    • Interpreting scientific and engineering practices: Integrating the cognitive, social, and cultural dimensions
    • M. Gorman, R. Tweney, D. Gooding, & A. Kincannon (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates
    • Nersessian, N. J. (2005). Interpreting scientific and engineering practices: Integrating the cognitive, social, and cultural dimensions. In M. Gorman, R. Tweney, D. Gooding, & A. Kincannon (Eds.), Scientific and technological thinking, (pp. 17-56). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2005) Scientific and technological thinking , pp. 17-56
    • Nersessian, N.J.1
  • 69
    • 34247582331 scopus 로고    scopus 로고
    • Scaffolding online argumentation during problem solving
    • Oh, S., & Jonassen, D. H. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23, 95-110.
    • (2007) Journal of Computer Assisted Learning , vol.23 , pp. 95-110
    • Oh, S.1    Jonassen, D.H.2
  • 70
    • 84963428932 scopus 로고
    • Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
    • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1(2), 117-175.
    • (1984) Cognition & Instruction , vol.1 , Issue.2 , pp. 117-175
    • Palincsar, A.S.1    Brown, A.L.2
  • 71
    • 33745739293 scopus 로고    scopus 로고
    • Inter-relations of tutors' and peers' scaffolding and decision-making discourse acts
    • Pata, K., Lehtinen, E., & Sarapuu, T. (2006). Inter-relations of tutors' and peers' scaffolding and decision-making discourse acts. Instructional Science, 34, 313-341.
    • (2006) Instructional Science , vol.34 , pp. 313-341
    • Pata, K.1    Lehtinen, E.2    Sarapuu, T.3
  • 72
    • 84963462911 scopus 로고
    • Beyond amplification: Using the computer to reorganize mental functioning
    • Pea, R. D. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.
    • (1985) Educational Psychologist , vol.20 , Issue.4 , pp. 167-182
    • Pea, R.D.1
  • 73
    • 4043063651 scopus 로고    scopus 로고
    • The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity.
    • Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13 (3), 423 - 451.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 423-451
    • Pea, R.D.1
  • 74
    • 85007864759 scopus 로고    scopus 로고
    • The transfer of problem-solving skills from a problem-based learning environment: The effect of modeling an expert's cognitive processes
    • Pedersen, S., & Liu, M. (2002-2003). The transfer of problem-solving skills from a problem-based learning environment: The effect of modeling an expert's cognitive processes. Journal of Research on Technology in Education, 35, 303-320.
    • (2002) Journal of Research on Technology in Education , vol.35 , pp. 303-320
    • Pedersen, S.1    Liu, M.2
  • 75
    • 72449128494 scopus 로고    scopus 로고
    • Teachers' use of scaffolding strategies during read-alouds in the preschool classroom
    • Pentimonti, J. M., & Jutice, L. M. (2010). Teachers' use of scaffolding strategies during read-alouds in the preschool classroom. Early Childhood Education Journal, 37, 241-248.
    • (2010) Early Childhood Education Journal , vol.37 , pp. 241-248
    • Pentimonti, J.M.1    Jutice, L.M.2
  • 77
    • 78649443496 scopus 로고    scopus 로고
    • The role of parenting in children's self-regulated learning
    • Pino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children's self-regulated learning. Educational Research Review, 5, 220-242.
    • (2010) Educational Research Review , vol.5 , pp. 220-242
    • Pino-Pasternak, D.1    Whitebread, D.2
  • 78
    • 33745166601 scopus 로고    scopus 로고
    • A portrait of Benchmark School: How a school produces high achievement in students who previously failed
    • Pressley, M., Gaskins, I. W., Solic, K., & Collins, S. (2006). A portrait of Benchmark School: How a school produces high achievement in students who previously failed. Journal of Educational Psychology, 98(2), 282-306.
    • (2006) Journal of Educational Psychology , vol.98 , Issue.2 , pp. 282-306
    • Pressley, M.1    Gaskins, I.W.2    Solic, K.3    Collins, S.4
  • 79
    • 15944396939 scopus 로고    scopus 로고
    • Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?
    • Puntambekar, S., & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40 (1), 1 - 12.
    • (2005) Educational Psychologist , vol.40 , Issue.1 , pp. 1-12
    • Puntambekar, S.1    Hübscher, R.2
  • 80
    • 14644432406 scopus 로고    scopus 로고
    • Toward implementing distributed scaffolding: Helping students learn science from design
    • Puntambekar, S., & Kolodner, J. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.
    • (2005) Journal of Research in Science Teaching , vol.42 , Issue.2 , pp. 185-217
    • Puntambekar, S.1    Kolodner, J.2
  • 82
    • 33144476646 scopus 로고    scopus 로고
    • A framework for supporting metacognitive aspects of online inquiry through softwarebased scaffolding
    • Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through softwarebased scaffolding. Educational Psychologist, 40(4), 235-244.
    • (2005) Educational Psychologist , vol.40 , Issue.4 , pp. 235-244
    • Quintana, C.1    Zhang, M.2    Krajcik, J.3
  • 83
    • 50849137224 scopus 로고    scopus 로고
    • Engaging instruction in middle school classrooms: An observational study of nine teachers
    • Raphael, L. M., Pressley, M., & Mohan, L. (2008). Engaging instruction in middle school classrooms: An observational study of nine teachers. The Elementary School Journal, 109(1), 61-81.
    • (2008) The Elementary School Journal , vol.109 , Issue.1 , pp. 61-81
    • Raphael, L.M.1    Pressley, M.2    Mohan, L.3
  • 84
    • 4043178469 scopus 로고    scopus 로고
    • Scaffolding complex learning: The mechanisms of structuring and problematizing student work
    • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273-304.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 273-304
    • Reiser, B.J.1
  • 85
    • 21844466471 scopus 로고    scopus 로고
    • Design of web-based collaborative learning environments. Translating the pedagogical learning principles to human computer interface
    • Rubens, W., Emans, B., Leinonen, T., Skarmeta, A. G., & Simons, R. (2005). Design of web-based collaborative learning environments. Translating the pedagogical learning principles to human computer interface. Computers in Education, 45, 276-294.
    • (2005) Computers in Education , vol.45 , pp. 276-294
    • Rubens, W.1    Emans, B.2    Leinonen, T.3    Skarmeta, A.G.4    Simons, R.5
  • 86
    • 33750164034 scopus 로고    scopus 로고
    • Informal formative assessment and scientific inquiry: Exploring teacher practices and student learning
    • Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teacher practices and student learning. Educational Assessment, 11(3&4), 205-235.
    • (2006) Educational Assessment , vol.11 , Issue.3-4 , pp. 205-235
    • Ruiz-Primo, M.A.1    Furtak, E.M.2
  • 87
    • 2442552763 scopus 로고    scopus 로고
    • Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry
    • Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
    • (2004) Science Education , vol.88 , pp. 345-372
    • Sandoval, W.A.1    Reiser, B.J.2
  • 88
    • 77955568328 scopus 로고    scopus 로고
    • Situativity and learning
    • P. Robbins & M. Aydede (Eds.), Cambridge, MA: Cambridge University Press
    • Sawyer, R. K., & Greeno, J. G. (2009). Situativity and learning. In P. Robbins & M. Aydede (Eds.), The Cambridge handbook of situated cognition, (pp. 347-367). Cambridge, MA: Cambridge University Press.
    • (2009) The Cambridge handbook of situated cognition , pp. 347-367
    • Sawyer, R.K.1    Greeno, J.G.2
  • 89
    • 0036433189 scopus 로고    scopus 로고
    • Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
    • Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96.
    • (2002) Educational Technology Research and Development , vol.50 , Issue.3 , pp. 77-96
    • Saye, J.W.1    Brush, T.2
  • 90
    • 80054731059 scopus 로고
    • Computer support for knowledge-building communities
    • Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.
    • (1994) Journal of the Learning Sciences , vol.3 , Issue.3 , pp. 265-283
    • Scardamalia, M.1    Bereiter, C.2
  • 91
    • 77952096254 scopus 로고    scopus 로고
    • Reanalyzing the expertise reversal effect
    • Schnotz, W. (2010). Reanalyzing the expertise reversal effect. Instructional Science, 38, 315-323.
    • (2010) Instructional Science , vol.38 , pp. 315-323
    • Schnotz, W.1
  • 92
    • 85028047135 scopus 로고    scopus 로고
    • September, Paper presented at the 11th International Conference on Education Research, Seoul, South Korea
    • Sinatra, G. M. (2010, September). Constraints on scientific thought and rationality. Paper presented at the 11th International Conference on Education Research, Seoul, South Korea.
    • (2010) Constraints on scientific thought and rationality
    • Sinatra, G.M.1
  • 94
    • 0032111610 scopus 로고    scopus 로고
    • The metaphor of scaffolding: Its utility for the field of learning disabilities
    • Stone, A. (1998). The metaphor of scaffolding: Its utility for the field of learning disabilities. Journal of Learning Disabilities, 31(4), 344-364.
    • (1998) Journal of Learning Disabilities , vol.31 , Issue.4 , pp. 344-364
    • Stone, A.1
  • 95
    • 4043162787 scopus 로고    scopus 로고
    • Synergy: A complement to emerging patterns of distributed scaffolding
    • Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305-335.
    • (2004) Journal of the Learning Sciences , vol.13 , Issue.3 , pp. 305-335
    • Tabak, I.1
  • 96
    • 79952379803 scopus 로고    scopus 로고
    • Promoting knowledge creation discourse in an Asian primary 5 classroom: Results from an inquiry into life cycles
    • van Aalst, A., & Truong, M. S. (2011). Promoting knowledge creation discourse in an Asian primary 5 classroom: Results from an inquiry into life cycles. International Journal of Science Education, 33(4), 487-515.
    • (2011) International Journal of Science Education , vol.33 , Issue.4 , pp. 487-515
    • Van Aalst, A.1    Truong, M.S.2
  • 97
    • 77956427769 scopus 로고    scopus 로고
    • Scaffolding in teacher-student interaction: A decade of research
    • van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271-296.
    • (2010) Educational Psychology Review , vol.22 , pp. 271-296
    • van de Pol, J.1    Volman, M.2    Beishuizen, J.3
  • 98
    • 78449258244 scopus 로고    scopus 로고
    • Patterns of contingent teaching in teacher-student interaction
    • van de Pol, J., Volman, M., & Beishuizen, J. (2011). Patterns of contingent teaching in teacher-student interaction. Learning and Instruction, 21, 46-57.
    • (2011) Learning and Instruction , vol.21 , pp. 46-57
    • van de Pol, J.1    Volman, M.2    Beishuizen, J.3
  • 99
    • 82755170505 scopus 로고    scopus 로고
    • The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems
    • VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221.
    • (2011) Educational Psychologist , vol.46 , Issue.4 , pp. 197-221
    • VanLehn, K.1
  • 101
    • 33745838177 scopus 로고    scopus 로고
    • Scaffolding instruction for English language learners: A conceptual framework
    • Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159-180.
    • (2006) International Journal of Bilingual Education and Bilingualism , vol.9 , Issue.2 , pp. 159-180
    • Walqui, A.1
  • 102
    • 0000752822 scopus 로고
    • L. S. Vygotsky and contemporary developmental psychology
    • Wertsch, J. V., & Tulviste, P. (1992). L. S. Vygotsky and contemporary developmental psychology. Developmental Psychology, 28(4), 548-557.
    • (1992) Developmental Psychology , vol.28 , Issue.4 , pp. 548-557
    • Wertsch, J.V.1    Tulviste, P.2
  • 103
    • 31944438905 scopus 로고    scopus 로고
    • The Why? What? When? and How? of tutoring: The development of helping and tutoring skills in children
    • Wood, D. (2003). The Why? What? When? and How? of tutoring: The development of helping and tutoring skills in children. Literacy Teaching and Learning, 7(1&2), 1-30.
    • (2003) Literacy Teaching and Learning , vol.7 , Issue.1-2 , pp. 1-30
    • Wood, D.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.