Scaffolding Strategies Research Articles

Differentiated Scaffolding Strategies in Triangle Congruence: Their Effects on Learners’ Academic Performance and Confidence in Mathematics

The benefits of differentiated scaffolding strategies on boosting academic performance and confidence in Mathematics learners were studied in this paper. Quasi-experimental research was conducted at a state university’s Secondary School Laboratory in the Philippines. It involved sixty Grade 8 learners, 30 from the control group and 30 from the experimental group. A panel of specialists assessed developed lessons on triangle congruence topics and the academic performance test and confidence scale. The developed lesson, test, and scale were improved after the panel of experts’ comments and suggestions were considered. The instruments were pilot tested and came out reliable; the academic performance test had a Cronbach alpha of 0.807, while the confidence scale in Mathematics had a Cronbach alpha of 0.810. In addition, the mean, standard deviation, One-way Analysis of Covariance (ANCOVA), and Pearson Product Moment Correlation were used to analyze the data. The findings demonstrated that when learners were taught using differentiated scaffolding strategies, their academic performance significantly increased at the Fairly Satisfactory level. However, when they were taught using conventional teaching strategies, their academic performance remained at Did Not Meet Expectations. The performance outcomes of both groups were significantly different. Also, there was no significant difference in learners’ confidence between the two groups when compared. Furthermore, there was a significant link between academic performance and confidence in Mathematics among students taught using differentiated scaffolding methodologies. Thus, concerns about increasing learners’ mathematical literacy may be addressed with differentiated scaffolding strategies.

An Analysis of Teacher’s In Teaching Reading Comprehension Using Scaffolding, Think Aloud, and Reciprocal Strategies at the Grade X Students

Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengajarkan reading comprehension dan bagaimana strategi tersebut diterapkan di kelas X SMAN 04 Bombana. Desain dari penelitian ini menggunakan metode deskriptif kualitatif. Subjek penelitian ini adalah guru Bahasa inggris kelas X pada SMAN 04 Bombana. Berdasarkan hasil yang ditemukan, strategi guru dalam mengajar reading comprehension di kelas X SMAN 04 Bombana adalah scaffolding, think aloud dan reciprocal. Strategi scaffolding dilaksanakan dengan memberikan contoh membaca dengan pengucapan yang benar. Kemudian, guru menerapkan think aloud dengan memberikan arahan dan meminta siswa memikirkan pemahaman bacaan mereka. Sementara, Reciprocal dilaksanakan untuk memberikan kesempatan kepada siswa agar lebih aktif dan mandiri dalam memahami teks bacaan.

Dynamic assessment of multilingual children's word learning

Teachers and clinicians may struggle to provide early identification to support multilingual children's language development. Dynamic assessments are a promising approach to identify and support children's language development. We developed and studied a novel word learning task that is dynamic and language neutral. It makes use of multilingual children's abilities to apply language transfer, fast mapping and socially embedded language to the learning of new words. A total of 26 children attending kindergarten in French participated in this study. Within this group, 13 different home languages were spoken. Children took part in a dynamic assessment task of their word learning that consisted of a test-teach-retest task. Children's scores on this task were compared with their language abilities reported by their parents, amount of language exposure and scores on standardized tests of vocabulary. All tasks were delivered in French. Children had higher accuracy for known words as compared with new words in the task, which may suggest transfer of knowledge from their first language. They also showed increased accuracy in identifying and naming the new words across the three trials, suggesting fast mapping of these new vocabulary items. Finally, the scores on the dynamic task correlated to children's vocabulary scores on the standardized tests, but not parent report of language development, or the amount of exposure to the language of school. This novel dynamic assessment task taps into the process of vocabulary learning, but is less influenced by prior language knowledge. Together, these findings provide insight into early word learning by young multilingual children and proposes a conceptual model for identifying strategies to support second language acquisition. What is already known on the subject Many barriers exist with regards to assessing the language abilities of multilingual children when a clinician aims to assess their language abilities in both languages. An alternative approach is to measure children's language processing abilities. What this paper adds to existing knowledge A novel dynamic and multilingual task was developed and implemented in this study. This task builds on children's word learning abilities that include cross-language transfer, fast-mapping, and socially imbedded learning. This multilingual task was found to tap into vocabulary learning but was not influenced by prior language knowledge. What are the potential or actual clinical implications of this work? Applying a task that focuses on language processing abilities is a promising strategy to capture language abilities in multilingual children. In addition, the dynamic nature of this tasks allows a clinician to identify scaffolding strategies that best support children's word learning.

Third Gender from Islamic Law and its Impacts towards Muslim Culture in Malaysia

Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.

Implementation of Instructional Scaffolding through Online to Support Problem-based Learning in Education - A Scoping Review

Modern pedagogy needs to prepare an innovative type of students than those fostered all the way through. Technology Scaffolding in Problem-based Learning (PBL) environment is a learner-centred approach that has the potential to foster student’s independent study through effective communication, collaboration, and student student-teacher interaction. These instructional activities can reorganize the conventional learning approach, enhance the leaning experience and entire learning process. Hence, The importance of intergrating scaffolding strategies to facilitate PBL for effective instruction in a diverse field of education cannot be overemphersized. This review highlihgts the benefits available through the utilization of technology-based scaffolding in PBL that could benefit vocational education. The review employed a systematic search of relevant databases including Scopus, Web of Science, ScienceDirect and others. Twenty two (22) full articles that met the inclusion criteria were selected and analyzed. The analysis showed that PBL with online scaffolding enhances positive students experience, promotes effective collaboration, facilitates learning, and ease in dealing with communication of new ideas in a learning setting. additional findings showed that if question prompts in PBL is provided in a complicated or difficult manner, they could hinder rather than promote learning.

How Can Learner-Oriented Scaffolding Strategies Be Implemented in Coach Education? A Case Study

ABSTRACT Purpose: Although emerging research has explored the development of coach education curricula, coach learning and how a deep learning approach can be made accessible to aspiring coaches, the study of coach educators’ scaffolding of micro-pedagogies in action remains a missing link in the field. Therefore, the purpose of this study was to explore scaffolding strategies adopted by an experienced coach educator to encourage aspiring coaches to adopt an active approach to learning. Method: A case-study was conducted for a full semester of twelve practical lessons in the unit “Sports Methodology I—Volleyball” of a renowned sport sciences coach education program. Multiple data collection sources included participant observation, video and audio recordings, individual interviews with the coach educator and focus group interviews with the aspiring coaches. A thematic analysis was performed, and trustworthiness criteria included data triangulation, crosschecking, and collaborative interpretational analysis. Results: The strategies adopted by the coach educator progressively unfolded throughout three main stages: (i) laying the foundations of a learner-oriented approach; (ii) enhancing personally meaningful learning experiences; and (iii) mediating peer-coaching activities. An intricate interplay was unraveled between the nature and reduction of the support given and the increased responsibility transferred to the aspiring coaches for their active participation in learning experiences. Conclusions: The learner-oriented scaffolding processes employed by the coach educator sought to promote enhanced understanding of game-play problem-solving and the aspiring coaches’ development of a deeper sense of what is required to become a coach through engagement in coaching technical activities and peer-coaching interventions.

Aptamers as promising nanotheranostic tools in the COVID-19 pandemic era.

The emergence of SARS‐COV‐2, the causative agent of new coronavirus disease (COVID‐19) has become a pandemic threat. Early and precise detection of the virus is vital for effective diagnosis and treatment. Various testing kits and assays, including nucleic acid detection methods, antigen tests, serological tests, and enzyme‐linked immunosorbent assay (ELISA), have been implemented or are being explored to detect the virus and/or characterize cellular and antibody responses to the infection. However, these approaches have inherent drawbacks such as nonspecificity, high cost, are characterized by long turnaround times for test results, and can be labor‐intensive. Also, the circulating SARS‐COV‐2 variant of concerns, reduced antibody sensitivity and/or neutralization, and possible antibody‐dependent enhancement (ADE) have warranted the search for alternative potent therapeutics. Aptamers, which are single‐stranded oligonucleotides, generated artificially by SELEX (Evolution of Ligands by Exponential Enrichment) may offer the capacity to generate high‐affinity neutralizers and/or bioprobes for monitoring relevant SARS‐COV‐2 and COVID‐19 biomarkers. This article reviews and discusses the prospects of implementing aptamers for rapid point‐of‐care detection and treatment of SARS‐COV‐2. We highlight other SARS‐COV‐2 targets (N protein, spike protein stem‐helix), SELEX augmented with competition assays and in silico technologies for rapid discovery and isolation of theranostic aptamers against COVID‐19 and future pandemics. It further provides an overview on site‐specific bioconjugation approaches, customizable molecular scaffolding strategies, and nanotechnology platforms to engineer these aptamers into ultrapotent blockers, multivalent therapeutics, and vaccines to boost both humoral and cellular immunity against the virus.This article is categorized under:Therapeutic Approaches and Drug Discovery > Emerging TechnologiesDiagnostic Tools > BiosensingTherapeutic Approaches and Drug Discovery > Nanomedicine for Infectious DiseaseTherapeutic Approaches and Drug Discovery > Nanomedicine for Respiratory Disease

Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions

Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.

The relationship between instructional scaffolding strategies and maintained situational interest

ABSTRACT Although widely used, video lectures may have negative effects on maintaining student interest. When content is presented in video lectures, information processing issues can contribute to a decrease in interest and engagement. One solution is to scaffold instruction so that information is processed efficiently, and interest is maintained. While extant research examines two known scaffolding strategies (strategic and conceptual) in isolation, the current study combines the two to see if a more complete instructional scaffolding model leads to higher levels of maintained situational interest. A group of university students studying online in South Korea (n = 2,183) were surveyed about their perceptions of the way in which scaffolding occurred in their courses, with items focusing on the presence of the following: explanatory direct instruction early in the lectures, reduction of instructional support involving worked examples in the heart of the lecture (conceptual scaffolding) and an overall separation of content in a simple to the complex manner (strategic scaffolding). The results show a positive relationship between these combined instructional scaffolding strategies and the maintained situational interest of the students. Therefore, these strategies can be used to maintain student interest and engagement with online learning materials.

Future Problem-Solving Practiced During COVID-19: Implications for Health Management Students' E-Health Literacy Identity.

The current study describes the implementation of an online Future Problem Solving (FPS) program in the field of Health education and set out to explore its contribution to students' eHealth Literacy identity, by using two levels of teacher guidance: minimal vs. frequent. FPS was employed in two groups of Health students. In the research group, frequent weekly guidance was provided to the students centered on the enhancement of eHealth Literacy skills, whereas in the control group minimal guidance was offered by the lecturer. Data for the analysis were gathered from 113 Israeli undergraduate students of a Management of Health Service Organizations program, of whom 62 comprised the research group. Data were gathered twice, pre- and post-program implementation from both groups. Findings showed significant differences between the tests only for the research group, with increased levels of eHealth Literacy skills detected between the tests. The perception of the FPS program as meaningful contributed to students' perceived eHealth Literacy skills only in the research group whereas non-significant results were shown for the control group. This study mainly shows that the enhancement of skills in online educational environments requires frequent and personalized guidance. Faculty must recognize the role of the instructor as a facilitator of learning and design successful scaffolding strategies to nurture students' lifelong learning skills during distance learning.

Mixed Reality for an Enhanced Laboratory Course on Microfluidics

Natural sciences can be difficult to grasp because physical and chemical phenomena can take place across time and length scales that are beyond the reach of human perception. This problem is particularly true for students attempting to learn about microfluidics, a discipline that involves intricate engineering methods and fluid phenomena that are unintuitive and unique to the microscopic scale. New learning paradigms that combine established principles from the learning sciences and mixed reality (MR) technologies may facilitate the understanding of microfluidics and help connect the experimental methods to the underlying physical and chemical processes. Yet only a few studies have implemented learning sciences principles into the design of MR experiences for university laboratory courses. We thus created ALETHA, an interactive and immersive MR learning platform to help students learn about microfluidics and microfabrication techniques. We designed ALETHA to include scaffolding, gamification, control-of-variables, and multimodal representation strategies that are known to enhance intuition building and learning. We hypothesized that MR will enhance student understanding of microfluidics and microfabrication and help them build intuitions about the processes involved at that scale. To test whether ALETHA improved affective learning outcomes, we employed quizzes and surveys and compared the performance of students that participated in the course with MR to that of a cohort using traditional paper protocols. Overall, we measured a greater building of intuition and engagement for MR students. Our new learning platform provides a useful and practical example of how MR can be implemented to learn challenging interdisciplinary topics such as microfluidics.

STUDENTS' RESPONSE TOWARD TEACHING ONLINE IN ENGLISH READING CLASS.

Pandemic COVID-19 is not over yet, however as an educator we should be more creative and innovative to motivate our students in teaching and learning processes. One of the important aspects of learning The English language is increasing reading comprehension. It is challenging for the educator to make it happen when doing online teaching and learning processes. To evaluate and analyze the problem the writer makes this research. The purpose of this study is to find out teacher strategies in teaching online reading classes during pandemics. The subjects are the third-semester students of The English Department, Language and Culture Faculty, Universitas 17 Agustus 1945 Semarang. The research was held during the even semester of the academic year 2020/2021. This study uses a descriptive qualitative method. The instruments of the data used in this study are questionnaires filled by the students. The objective of this study is to know some problems that happened during online teaching and learning process in reading class that give an impact in improving their reading comprehension skill. In this research, the writer collected students’ responses and did evaluations to make them more effective and interested in the teaching process. The research indicated that there are some problems faced by the students dealing with learning processes such as teaching strategies, technical problems during online teaching and learning process and they also need extra motivation to improve their reading comprehension. The findings suggested that educators can use diverse teaching strategies in reading class such as scaffolding, QARs (Question and answer relationship), and other strategies to stimulate them being active in online learning processes, the other problem is a technical problem as a signal when they are joining in a class by virtual meeting application. The learners also stated that they need motivation and guidance to use various methods in reading a text. Thus, the process of teaching online doesn’t have a big impact on improving reading comprehension but there are other problems should be noticed.

Teaching brief motivational interviewing to medical students using a pedagogical framework

ObjectiveMedical schools are charged with assisting medical students to acquire the confidence, knowledge and skills for behavior change conversations in primary healthcare. The present study evaluated teaching brief motivational interviewing (MI) to pre-clinical medical students. MethodsForty-six students participated in an educational intervention premised on the Learn, See, Practice, Prove, Do, Maintain pedagogical framework, comprising 2 × 2-h lectures, a 2-h role-play triad session, and 3 × 2-h small group simulated patient encounters supported by scaffolding strategies. Measures of brief MI knowledge (MI Knowledge and Attitudes Test & Multiple-Choice Knowledge Test) and confidence (MI Confidence Scale) were taken at baseline, post-training, and 3-month follow-up, and skills (Behavior Change Counseling Index) were assessed at three intervals during simulated patient encounters. ResultsStudents who received brief MI training improved in knowledge and confidence from baseline to post-training and gains remained at 3-months. Brief MI skills improved across the simulation sessions. ConclusionPre-clinical medical students can attain knowledge, confidence and skills in brief MI after participation in a short intervention and improvements are sustainable. Practice implicationsOur results support the use of an evidence-based pedagogical framework for teaching brief MI in pre-clinical years of medical curricula and our scaffolding strategy affords promise.

Using Scaffolding Strategies and Digital Technologies in Teaching Foreign Languages to Undergraduates Majoring in International Relations

Using Scaffolding Strategies and Digital Technologies in Teaching Foreign Languages to Undergraduates Majoring in International Relations

Who Speaks with My Synthesized Voice? Some Roles of Other-initiated Repair in Augmented Intaraction

As conversation analysis shows, all talk is highly collaborative, and meaning is created dialogically and sequentially, via the concerted actions of all the participants involved. In the case of people with communication impairments, the collaborative character of talk is even more manifest. A speaker with dysarthria, for example, may communicate through typing their messages to a text-to-speech communication app or device, using a communication (alphabet) board, or gazing at objects. This article focuses on one type of co-construction effort aimed at helping an augmented speaker to communicate, a process that can be called other-initiated repair. Although this practice is a common way of achieving understanding with people who have communication needs, in some cases repair initiation is used to do more than that. In this paper, I conduct conversation analysis of a video-recording of naturalistic interactions inside a Russian-speaking family involving a 10-year-old girl with dysarthria who communicates with her parents through an eyetracker-controlled computer interface. In this case, her parents use the structural position of repair initiation on the girl’s words not only to clarify the meaning of her message but to continue the preceding polemics over the mom’s birthday present. I argue that although this is just one instance of the use of other-repair in playful communication between family members, The potentiality of providing the type of guessing which aligns with the guesser’s interests is present in other repair sequences. This can be consequential for lives of people with communication needs when done in more official settings. Studying similar repair sequences can help better delineate 'good' scaffolding strategies in co-construction of speech of someone with communication needs.

On the Effectiveness of Scaffolding Strategies and Task orientation on Receptive and Productive Knowledge of Lexical Collocations

The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners- both male and female- were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.

A qualitative exploration of nursing undergraduates\u2019 perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study

BackgroundAlthough the benefits of using a flipped classroom in nursing education have been reported, there are few published studies attempting to understand students’ subjective experiences with scaffolding in a flipped classroom and the challenges they face as a result of this type of educational change. The purpose of this study was to describe students’ perspectives of scaffolding in the Flipped Classroom of the Fundamental Nursing Practice Course (FNPC-FC).MethodsThirty-four undergraduates were recruited and separated into four groups in the study. The data was collected through semi-structured focus group interviews. Thematic analysis was conducted to analyze the data in order to determine the themes in the interview transcriptions.ResultsThe research revealed two primary themes with associated sub-themes: 1) challenging learning experience, and 2) teacher-student interaction.ConclusionsStudents will confront substantial challenges as scaffolding strategies are implemented in the flipped classroom. On the other hand, scaffolding in the flipped classroom can successfully train students to be self-directed learners and equip them with nursing skills when students are given appropriate support.

Innovative in Teaching Mandarin through Scaffolding Strategies

The arrival of advanced communication and information technologies has changed the method of teaching and learning in the 21st century. Thus, different types of impactful teaching approaches have been applied by educators to ensure that the focus of education is not only to deliver knowledge but also to cultivate students’ problem solving, creativity, collaboration and communication skills. In view of a subject which is totally new to students, they need time to learn and practise the skills learned which include listening, speaking, reading and writing. However, the credit hour for the particular subject is only two hours per week, which is a challenge for the lecturer to guide students in achieving the learning outcomes of the subject and to implement the teaching and learning process. Therefore, the scaffolding teaching method was chosen as an action research to see the impact on student’s learning. The focus of the study was Introductory Mandarin Level 1. The new roles of teachers were applied through a mechanism including self-learning, group discussion, and presentation. Lecturer had designed and created self-learning notes as a reference to help students understand the particular lesson, facilitated students using effective questioning skills and summarized the lesson at the end to scaffold students’ learning. At the end of the semester, students were required to answer a survey questionnaire regarding teaching and learning. This approach gave a positive result which showed that it managed to motivate students to participate in class. Students enjoyed the activities in class and were more active and confident to express their ideas as they understood the topic well during their discussion rather than one way lecture in the class.
 Keywords: Scaffolding, Google Slides, Google Classroom, Online Distance Learning

Scaffolding Strategies in Promoting Attitudes of Saudi Middle School Science Students

Developing teaching strategies has become the cornerstone of education. The most successful educational strategies are those that adhere to their vital role to students as they focus on raising the students’ attitude towards learning. This research shed some light on the impact of scaffolding strategies on middle school students’ attitudes towards the science subject. Specifically, the aim of this research is twofold: to examine students’ attitudes towards learning and enjoying science and to emphasise their attitudes towards science teachers and their teaching methods in the classroom. A quasi-experimental research design was implemented to achieve the research objectives involving pre- and post-test for the experimental and control groups. The research population consisted of 84 ninth-grader science students in Saudi. A questionnaire of 24 items was developed to cover the major dimensions of the study after being validated by relevant experts. After conducting the questionnaire, data were collected accordingly and then analysed using descriptive analysis and inferential statistics. Findings showed a significant difference in the science student’s attitude in favour of students who were taught using scaffolding strategies compared with those taught using conventional teaching methods. Based on the findings, the research proposes that scaffolding strategies should be applied as educational venues of learning autonomy to students in classrooms that directly and indirectly promote students’ positive attitudes towards learning science. The research concluded with a recommendation that scaffolding strategies should be applied when teaching science for better outputs. Therefore, policymakers and curriculum planners need to adopt scaffolding as a typical teaching strategy for the art of teaching in general and science in particular.

Teachers' Use of Scaffolds Within Conversations During Shared Book Reading.

We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts. Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.