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Scaffolding and interventions between students and teachers in a Learning Design Sequence
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Social Sciences, Department of Education.
2007 (English)In: Psicologia Escolar e Educacional, ISSN 1413-8557, E-ISSN 2175-3539, Vol. 11, 37-48 p.Article in journal (Refereed) Published
Abstract [en]

The aims of this paper are to develop knowledge about scaffolding when students in Swedish schools use digital educational material and to investigate what the main focus is in teachers' interventions during a Learning Design Sequence (LDS), based on a socio-cultural perspective. The results indicate that scaffolding were most common in the primary transformation unit and the most frequent type was procedural scaffolding, although all types of scaffolds; conceptual, metacognitive, procedural, strategic, affective and technical scaffolding occurred in all parts of a learning design sequence. In this study most of the teachers and students, think that using digital educational material requires more and other forms of scaffolding and concerning teacher interventions teachers interact both supportively and restrictively according to students' learning process. Reasons for that are connected to the content of the intervention and whether teachers intervene together with the students or not.

Place, publisher, year, edition, pages
2007. Vol. 11, 37-48 p.
Keyword [en]
Technology, Scaffolding, Knowledge
National Category
Pedagogy
Research subject
IT and learning
Identifiers
URN: urn:nbn:se:su:diva-95894OAI: oai:DiVA.org:su-95894DiVA: diva2:662252
Available from: 2013-11-06 Created: 2013-11-06 Last updated: 2017-12-06Bibliographically approved

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