Distributed Cognition as a Lens to Understand the Effects of Scaffolds: The Role of Transfer of Responsibility
Educational Psychology Review Volume 23, Number 4, ISSN 1040-726X
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding. First, I discuss the ultimate goal of scaffolding--the transfer of responsibility--and one way that scholars have conceptualized promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of the literature. (Contains 1 table and 1 figure.)
Belland, B.R. (2011). Distributed Cognition as a Lens to Understand the Effects of Scaffolds: The Role of Transfer of Responsibility. Educational Psychology Review, 23(4), 577-600.
Cited ByView References & Citations Map
Dongho Kim, University of Florida
The International Review of Research in Open and Distributed Learning Vol. 19, No. 4 (Sep 26, 2018)
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