《Thomas A. Brush Indiana University》.pdfVIP

The Journal of Interactive Online Learning Volume 1, Number 2, Fall 2002 ISSN : 154 1-4914 A Summary of Research Exploring Hard and Soft Scaffolding for Teachers and Students Using a Multimedia Supported Learning Environment Thomas A. Brush Indiana University John W. Saye Auburn University Abstract The purpose of this paper is to summarize and synthesize findings from a line of research investigating the potential of scaffolding for supporting student inquiry about ill- structured social problems. Specifically, we implemented a problem-based, student- centered instructional unit Decision Point! with 11th grade general history students in our partner teachers’ classroom on three separate occasions. In this paper, we use data obtained from these implementations to address the following questions: Can we design scaffolds to assist students with engaging in ill-structured content more deeply so that they can perceive the complexity of ill-structured problems?; Can scaffolds assist students with considering alternative perspectives and arriving at problem solutions?; Can scaffolds assist students with handling the cognitive demands required of disciplined inquiry?; How can we support teachers in providing more effective soft scaffolding for students Student-centered learning activities are designed to provide students with opportunities to take a more active role in their learning by shifting the responsibilities of organizing, analyzing, synthesizing, and evaluating content from the teacher to the student Means, 1994 . While there is growing evidence that student-centered learning activities promote the development of higher-order skills such as critical thinking and problem solving Barab Landa, 1997; Gallagher Stepien, 1996; Savery Duffy, 1995 , there are difficulties