The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity¶
Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13(3), 423-451.
Cited by¶
1 citation across 1 artifact.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Scaffolding
- Scaffolding's recurring features — temporary support, contingent adjustment, progressive fading, learner internalization, ZPD-targeted assistance, and transfer of responsibility — are what Pea (2004) develops as the technical-and-social design dimensions that distinguish genuine scaffolding from generic instructional support.
This sourceArticulates fading as a defining commitment of scaffolding and analyzes how the original concept has been stretched in technology-mediated learning.
- Scaffolding's recurring features — temporary support, contingent adjustment, progressive fading, learner internalization, ZPD-targeted assistance, and transfer of responsibility — are what Pea (2004) develops as the technical-and-social design dimensions that distinguish genuine scaffolding from generic instructional support.
Verification¶
Does it exist? Not checked yet. This entry carries no identifier to resolve. It was extracted from the citation as written in the article, normalized, and deduplicated against the rest of the registry.
Does it back the claim? Not recorded. The single citation of this work carries no recorded support check.
Support is checked per citation rather than per work — the same source can be cited soundly in one article and wrongly in another. Per-citation recording began recently, so a citation with no recorded check is a gap in the record rather than evidence it went unchecked.
See how references were verified.
Registry ID ref:2a9939a300c0 · see in the full table