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VOL. 5, ISSUE 2 (2023)
Augmenting foundational scaffolding principles by examining the workings of fixed and adaptive scaffolds
Authors
Yee Ling Lee, Meng Yee Tee
Abstract
This study aimed to add greater particularity
to existing principles of scaffolding by investigating the implementation of
fixed and adaptive scaffolds in a design-based learning (DBL) environment. Data
from observations through video recordings, students’ worksheets and student
interviews were collected and analysed. The analysis of data is presented in
three vignettes. The vignette describes the workings of fixed scaffolds (FS)
and adaptive scaffolds (AS), and how they worked or did not work independently
as well as together. The analyses provided the foundation to augment the
scaffolding principles suggested by Puntambekar and Kolodner (2005). Specific
augmentations include breaking down broad goals into narrower and more focused
ones; analysing multiple sources for timely diagnosis; complementing verbal
interactions (AS) with illustrations or worksheets (FS); and introducing
individual, groups and whole class discussions at a strategic time. It is such
kinds of specificity, structure and directness that should be added to the SP.
Practical and conceptual implications are discussed to inform fundamental
scaffolding principles.
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Pages:13-23
How to cite this article:
Yee Ling Lee, Meng Yee Tee "Augmenting foundational scaffolding principles by examining the workings of fixed and adaptive scaffolds". International Journal of Educational Research and Studies, Vol 5, Issue 2, 2023, Pages 13-23
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