Toward implementing distributed scaffolding: Helping students learn science from design

By Sadhana Puntambekar, Janet L. Kolodner. 2005

390 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Mechanical Engineering, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/bc5cd592e81b4af3f190534e0130ab1e7db6bbb5

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In Developmental and Educational Psychology

In Mechanical Engineering

In Human-Computer Interaction

Citations in the corpus

Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “…instructional materials and written supports as well as to frame our research question of whether providing continuous written instructional support or fading written instructional support (scaffolds) better prepares students to construct explanations when they are no longer provided with support.”
Engineering Design and Conceptual Change in Science: Addressing thermal energy and heat transfer in eighth grade (2011, background): “Structure is required to bridge the gap between an engineering design problem and the science content which supports it (Puntambekar & Kolodner, 2005 ).”
Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs (2009, background): “Other science education studies have drawn upon contemporary aspects of cultural–historical theory, such as scaffolding (see Bouillion and Gomez 2001; Clark and Sampson 2007; Davis and Linn 2000; Reigosa and Jimenez-Aleixandre 2007; Rigano et al. 2002), communities of practice (see Eick and Dias 200”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “This subject has gone largely untouched as scaffolding research has been concentrated on either literacy (cf. the review by Van de Pol et al., 2010) or math and science (HmeloSilver, Duncan, & Chinn, 2007; Puntambekar & Kolodner, 2005; Smit, van Eerde, & Bakker, in press; Tabak, 2004).”
The Informed Design Teaching and Learning Matrix (2012, background): “Some curricula prompt students to review problem specifications that they had previously summarized and to answer questions they had raised during earlier efforts at addressing the design problem (Puntambekar & Kolodner, 2005).”
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “Scaffolding is often distributed in the learning environment, across the curriculum materials or educational software, the teachers or facilitators, and the learners themselves (Puntambekar & Kolodner, 2005).”
Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. (2008, background): “Some examples illustrate this point. Shepherd (1998) studied the results of a unit in which a group of fourth and fifth graders completed a nine-week project to define and find solutions related to housing shortages in several countries.”
Scaffolding in technology-enhanced learning environments (2007, background): “Contemporary learning contexts incorporate several support mechanisms and are often characterized by multiple students with a single teacher, who due to temporal and contextual exigencies often scaffolds the learning of groups of students (e.g., Puntambekar & Kolodner, 2005).”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “PBL is supported by a range of scaffolds distributed across the materials; technological tools; and, most important, teachers and domain experts (Puntambekar & Kolodner, 2005).”