Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments

By John W. Saye, Thomas A. Brush. 2002

496 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/6c871bfeeec3915b37b606341ed816ceb7bf789f

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Scaffolding in technology-enhanced learning environments (2007, background): “Saye and Brush (2002) used metacognitive scaffold templates to enhance reasoning in social sciences.”
The Effects of Multimedia-Supported Problem-Based Inquiry on Student Engagement, Empathy, and Assumptions about History. (2008, background): ““soft scaffolding” ( Saye & Brush, 2002 ) by the teacher was necessary for students to”
Handbook of Research on Learning and Instruction (2011, background): “Less attention was given to context-based cues such as “look at the target” or “point to the target” as the ball is released, all effective contextual cues to increase children’s throwing accuracy.”
Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning. (2013, unknown): “In student-centered environments, learning is dynamic, requiring teachers to observe students' level of understanding and respond accordingly (Saye & Brush, 2002; Ertmer & Simons, 2006).”
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia (2005, background): “Other researchers have also found positive results by using multiple fixed scaffolds with high school students to foster their learning of history (Brush & Saye, 2001; Saye & Brush, 2002 ).”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “Scaffolding has led to promising results in subject areas outside of STEM, including social studies (Brush & Saye, 2001; Nussbaum, 2002; Saye & Brush, 2002), language arts (Proctor, Dalton, & Grisham, 2007), and teacher education (Chua, Tan, & Liu, 2015).”
Content-Area Teachers and Scaffolded Instruction for English Language Learners. (2008, background): “For example, Saye and Brush (2002) conceptualized a distinction between ‘‘soft and hard’’ scaffolds.”
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments (2011, background): “Hard scaffolds (computer or paper-based cognitive tools) can serve the same roles as soft scaffolds (scaffolding provided by more capable others), and are developed based on students’ anticipated needs during a PBL unit ( Saye and Brush 2002 ).”
Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004, background): “In contrast, other studies have produced evidence that they do not (e.g., McManus, 2000; Saye & Brush, 2002; Yang, 1999).”