Abstract

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.)

Citation

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. Retrieved August 10, 2024 from https://www.learntechlib.org/p/72981/.

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Cognitive Development
• information technology
• innovation
• instruction
• knowledge management
• models
• problem solving
• Responsibility
• Scaffolding (Teaching Technique)
• scholarship
• Strategic Planning
• Technological Advancement
• World Problems