| Title: |
Fostering Transfer of Responsibility in the Middle School PBL Classroom: An Investigation of Soft Scaffolding |
| Language: |
English |
| Authors: |
Bae, Haesol (ORCID 0000-0002-7876-2991); Glazewski, Krista; Brush, Thomas; Kwon, Kyungbin (ORCID 0000-0001-8646-0144) |
| Source: |
Instructional Science: An International Journal of the Learning Sciences. Jun 2021 49(3):337-363. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
27 |
| Publication Date: |
2021 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Students; Problem Based Learning; Scaffolding (Teaching Technique); Problem Solving; Teacher Student Relationship; Student Responsibility; Teacher Responsibility |
| DOI: |
10.1007/s11251-021-09539-4 |
| ISSN: |
0020-4277 |
| Abstract: |
Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper understanding of one middle school teacher's manner of soft scaffolding, which refers to just-in-time and contingent support, through teacher-student interaction to examine how transfer of responsibility was achieved. We investigated one middle school teacher's forms of scaffolding during a problem of food systems and supply chains related multiple aspects of sustainability and social justice issues. Using conversation analysis, three discursive patterns in scaffolding emerged: (1) shifting patterns of turn-taking organization; (2) leaving room for the students to take responsibility by giving extended wait time; and (3) extending the discussion with different examples. The paper concludes with implications for PBL teachers and researchers. |
| Abstractor: |
As Provided |
| Entry Date: |
2021 |
| Accession Number: |
EJ1303015 |
| Database: |
ERIC |