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¶
This reference passed the adversarial substantiation pipeline: it was checked to exist and to support the claim it is attached to. See how references were verified.
Registry ID ref:2a9939a300c0 · see in the full table