Scaffolding

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Scaffolding (from English scaffold 'framework' ) describes in the educational- psychological context the support of the learning process by providing a first complete orientation basis in the form of instructions, food for thought and other assistance. As soon as the learner is able to work on a certain subtask independently, this “framework” is gradually removed.

Scaffolding is assigned to the constructivist learning theories .

Origin of the term

In 1930 the Russian psychologist Lev Semjonowitsch Wygotski described in his work "Mind In Society" the idea of ​​a zone of proximal development (ZPD), which forms the theoretical basis for today's understanding of scaffolding.

Vygotsky assumed that one can distinguish between the “current level of development” and the “potential level of development” in learning processes. The ZPD is the difference between the level of independent problem-solving and the level that the learner could achieve under the guidance of a competent person. Vygotsky himself does not use the term, but today's scaffolding is based on the ZPD in order to achieve the most effective learning support possible. In the course of the learning process, this support is then gradually reduced, which is also known as fading .

The term 'scaffolding' itself first appeared in 1976 in an article by the American cognitive psychologists Bruner , Wood and Ross. At that time he was not yet related to Vygotsky's work.

They chose the “scaffolding” metaphor to describe the form of support offered by educators to the learning child. The aim of the scaffolding process is to help them cope with a task that they cannot solve on their own at first. The child is only offered help in areas that go beyond his or her current knowledge horizon. The aim is to enable him to solve a problem largely without guidance.

In 1985, Jerome Bruner finally pointed out that there was a parallel between the concept of scaffolding and Vygotsky's theory of a zone of proximal development .

According to P. Scott, the term is often used uncleanly in everyday life for various teaching support measures, such as computer programs or instructions from the teacher. A fixed, recognized definition for "scaffolding" in the educational context does not yet exist.

features

McKenzie (1999) names several points that characterize successful scaffolding:

Providing clear guidance
The teacher is aware of the problems and uncertainties that can arise during learning and, based on this, develops step-by-step instructions. This clarifies what needs to be done in order to be able to solve a task and thus prevents unnecessary confusion.
Disclosure of the purpose of tasks
Scaffolding helps the learner understand why he is working on a particular task and what is important about it. This requires interesting questions that go beyond simply collecting information.
Prevention of deviation from the task
The learner is offered a way to deal with the task. He can determine a large part of his procedure himself, but scaffolding gives adapted instructions in every step of the learning process that prevent deviating from the learning goal.
Clarification of expectations
Using successful examples, the learner is shown right from the start what is important when completing a given task and which criteria are particularly important in the subsequent evaluation.
Mention of sources of information on the topic
At the beginning of the course, the teacher provides literature in which useful information can be found. This minimizes confusion, frustration and unnecessary expenditure of time on the part of the learner. It is up to him to what extent he tries to provide additional information.
Avoiding uncertainties, surprises and disappointments
The concept of the lesson is tested step by step before it is applied in order to eliminate any problems as far as possible and to ensure maximum learning success.

method

Development of the curriculum

The first step in scaffolding is developing a curriculum designed to take the student from what he already knows to a deeper understanding of the new material. The scaffolding plan needs to be carefully thought out so that any new skill or information the student learns logically builds on the existing level of knowledge and ability. The teacher must be prepared to constantly know the level of knowledge of the students in order to be able to optimally combine the new information with the existing prior knowledge.

Implementation of the scaffolding

The second step is to carry out the developed plan, with the teacher supporting the students at every step of the learning process. At the beginning, he completely models the subject matter to be learned by thinking aloud, so that the students can build up an idea of ​​the goals to be striven for and the leading paths, means and methods. This modeling is done by the teacher and usually takes place in a creatively designed frontal lesson. After observing the model, the students begin to gain experience by working on parts of the tasks independently.

The teacher supports them in these first exercises ( "assisting" ) and tries to assess their learning progress at all times ( "monitoring" ). As the students gain more experience and understanding of the subject, the complexity of the task increases and the level of support gradually decreases. Towards the end of an optimally executed scaffolding plan, the students work on the entire task without any outside help.

Advantages and disadvantages

There are both advantages and disadvantages to using scaffolding in teaching.

advantages

The learner is involved in the lesson.
He is not just a passive consumer of information conveyed to him by a teacher. Rather, he builds new skills himself based on his previous knowledge.
The learner is motivated.
By showing him what he can achieve with the help of a competent person, the weak pupil in particular becomes aware that he can do things that he would not have thought possible before. Positive feedback from the teacher also promotes his motivation.
The learner is less likely to be disappointed.
It is especially important for a student who is prone to frustration to prevent them from disengaging and refusing to follow the class. Scaffolding can get around this by tailoring it to the skills of each student.

disadvantage

There is a lot of effort.
Often there is not enough time to do a lesson that takes into account the previous knowledge and possible knowledge (zone of proximal development) of each student.
The qualifications of the teachers are seldom sufficient.
With regard to scaffolding techniques, teachers must be specially trained to take full advantage of this learning strategy. The willingness on the part of the teacher to entrust the students with some work and let them make mistakes is often not given.
Curricula take little account of scaffolding.
Often there is a lack of examples and guidelines in the plans as to how a teacher could organize his lessons on a certain topic with the help of scaffolding.

Application examples on the Internet

Online Research Modules

In the USA in particular, some schools put tasks on the Internet, which students then work on. The questions are prepared in so-called “research modules” and should enable learning to be as effective as possible. Features of the scaffolding can often be found here.

WebQuests

Scaffolding is an important criterion for the design of so-called web quests . According to the characteristics mentioned above, the assessment criteria are disclosed, useful literature is given and clear instructions are formulated.

See also

literature

  • W. Schnotz: Educational Psychology Workbook. Beltz, Weinheim 2006, ISBN 3-621-27534-7 , pp. 43–56.
  • LS Vygotsky: Thinking and Speaking. Akademie-Verlag, Berlin 1964, ISBN 3-10-895001-0 .
  • J. Gilbert: The RoutledgeFalmer Reader in Science Education. RoutledgeFalmer, 2004, ISBN 0-415-32777-6 .
  • R. Turnbull et al: Exceptional Lives: Special Education in Today's Schools. Prentice-Hall, 1999, ISBN 0-13-030853-6 .
  • LS Vygotsky: Mind in Society: Development of Higher Psychological Processes. 14th edition. Harvard University Press, 1978, ISBN 0-674-57629-2 .
  • D. Wood, JS Bruner, G. Ross: The role of tutoring and problem solving. In: Journal of Child Psychology and Psychiatry. 1976.

Web links

Individual evidence

  1. ↑ W. Schnotz: Educational Psychology Workbook. Beltz, Weinheim 2006, p. 49.
  2. ↑ L. Lipscomb et al: Scaffolding. In: M. Orey (Ed.): Emerging perspectives on learning, teaching, and technology . 2004. (textbookequity.org)
  3. ^ P. Scott: Teacher talk and meaning making in science classrooms. In: JK Gilbert (Ed.): The RoutledgeFalmer Reader in Science Education. RouledgeFalmer, 2004, p. 87. (Previously published as: P. Scott: Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review. In: Study in Scientific Education. Vol. 32, No. 1, 1998, p . 45–80)
  4. ^ P. Scott: Teacher talk and meaning making in science classrooms. In: JK Gilbert (Ed.): The RoutledgeFalmer Reader in Science Education. RouledgeFalmer, 2004, p. 88.
  5. ^ P. Scott: Teacher talk and meaning making in science classrooms. In: JK Gilbert (Ed.): The RoutledgeFalmer Reader in Science Education. RouledgeFalmer, 2004, p. 89.
  6. ^ J. Mc Kenzie: Scaffolding For Success. In: FNO - The Educational Technology Journal. Volume 9, No. 4, December 1999. (fno.org) (Status: June 24, 2007)
  7. ^ A b J. Mc Kenzie: Scaffolding For Success. In: FNO - The Educational Technology Journal. Volume 9, No. 4, December 1999. (fno.org) (Status: June 24, 2007)
  8. ^ A b Turnbull et al.: Exceptional Lives: Special Education in Today's Schools. Prentice-Hall 1999, pp. 641-642.
  9. ^ VL Lange: Instructional Scaffolding . 2002 ( condor.admin.ccny.cuny.edu; DOC, 53KB ( Memento of February 21, 2011 in the Internet Archive ) [accessed July 24, 2010]).
  10. ^ B. Dodge: WebQuests: A Strategy for Scaffolding Higher Level Learning . 1998. webquest.sdsu.edu ( Memento from February 13, 2010 in the Internet Archive ) (Status: June 24, 2007)