Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?

By Sadhana Puntambekar, R. Hubscher. 2005

820 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c48f9f4b2cfabb1a34d586671916de36121bfa9c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis (2008, background): “Without the key aspect of fading, it is not clear whether what is supported is truly selfregulated learning or what Puntambekar and Hubscher (2005) would call other-regulated learning.”
Learning from productive failure (2015, background): “By help I mean the various support structures such as structuring of the problem itself, scaffolding, instructional facilitation, provision of tools, content support, expert help, and so on (e.g., Hmelo-Silver, Duncan, & Chinn, 2007; Kapur & Rummel, 2009; Puntambekar & Hübscher, 2005).”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, neutral): “Puntambekar and Hübscher (2005) similarly contend that “the scaffolding construct is increasingly being used synonymously with support.””
Expertise reversal effects in writing-to-learn (2010, background): “gradually be faded out with increasing individual competence in applying cognitive and metacognitive strategies (see McNeill et al. 2006; Puntambekar and Hübscher 2005).”
Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “Diagnosing students’ understanding is inherently part of scaffolding (Pea, 2004; Puntambekar & Hübscher, 2005).”
What counts as evidence for the long-term realisation of whole-class scaffolding? (2013, background): “This trend has been widely criticised over the last decade (e.g., Puntambekar & Hübscher, 2005).”
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments (2011, background): “In addition, future research should examine when and how the Connection Log or other systems like it could be faded, as the literature base currently does not describe well the fading of hard scaffolds (Pea 2004; Puntambekar and Hübscher 2005).”
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds (2005, background): “Recent technological advances and widespread use of open-ended learning environments such as hypermedia, hypertext, collaborative learning environments, and web-based learning environments challenge traditional conceptions of scaffolding posing significant theoretical, conceptual, methodological, ed”
Understanding Complex Systems: Some Core Challenges (2006, methodology): “According to contemporary views of software-realized scaffolding (Hmelo-Silver, 2006; Pea, 2004; Puntambekar & Hubscher, 2005 ), all students tend to receive the same scaffolding from embedded scaffolds (e.g., procedural scaffolds, advisors, or pedagogical agents), with individualized scaffolding n”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “There has been consensus among researchers that fading is a necessary component of scaffolding; however, few authors include fading in their scaffolding interventions (Collins, Brown, & Newman, 1989; McNeill, Lizotte, Krajcik, & Marx, 2006; Pea, 2004; Puntambekar & Hubscher, 2005).”