These types of functions have been referred to as

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Unformatted text preview: problem. Students work together to learn, but later they are assessed individually about their learning (Albanese & Jacobs, 1990). Technology and Scaffolding Constructivist ideas like situated cognition and anchored instruction suggest that students’ learning needs to be situated in realistic and complex problem-solving environments. As students work on these complex problems, more skilled learners scaffold their learning. This role of the more skilled learner can be fulfilled by support structures programmed into computer simulations (Guzdial, 1998; Krajcik, Solowaj, Blumenfeld & Marx, 1998; Nicaise, 1997). Computers, for example, can be programmed to provide scaffolds for students by modeling and coaching, reducing task complexity for the learner, and providing feedback and encouragement. For example, a computer could provide a prompt when students give an incorrect answer, or show a possible solution for a 67 problem. These types of functions have been referred to as software-realized scaffolding (Guzdial, 1998). Softw...
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