Learning Potential Is Related to the Dynamics of Scaffolding: An Empirical Illustration of the Scaffolding Dynamics of 5-Year-Olds and Their Teacher

被引：5

作者：

Ensing, Annemieke ^{[1
]}

van der Aalsvoort, Geerdina ^{[2
]}

van Geert, Paul ^{[1
]}

Voet, Silke ^{[1
]}

机构：

[1] Univ Groningen, Groningen, Netherlands

[2] Saxion Univ Appl Sci, Deventer, Netherlands

来源：

JOURNAL OF COGNITIVE EDUCATION AND PSYCHOLOGY | 2014年 / 13卷 / 03期

关键词：

learning potential; scaffolding; dynamic assessment; dynamic systems perspective;

D O I：

10.1891/1945-8959.13.3.375

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

We propose a new definition of learning potential as an emergent phenomenon. It emerges in the process of creating a unique scaffolding situation through the realtime interaction between teacher and child. We provide a model for analyzing the behavioral sequences within these scaffolding dynamics and illustrate it with the data of two qualitatively representative children working on a curriculum-related task with their teacher. It is hypothesized that if the dyads truly create their own dynamic scaffolding- related situation as presented in the model, they are expected to differ in terms of their temporal patterns in a nontrivial way. Analyses showed significantly different patterns for both dyads. We conclude that, in applied settings, an analysis of the dynamic patterns of scaffolding creation might provide important information about learning potential, in addition to information obtained with standardized dynamic tests.

引用

页码：375 / 391

页数：17

共 35 条

[1]

Bos J., 2008, MEDIACODER 2008 SIMP

[2] Bridging the Gap Between Diagnostic Assessment and Classroom Practice [J].