Scaffolding Strategy Research Articles

Scaffolding in English Classroom: A Case Study on the Teaching of English Language to Eight-Year Students

This study aimed to find out (1) How the teacher perceives the scaffolding strategy. (2) how the teacher applies scaffolding in teaching English. This study used a qualitative descriptive method and collected data through observation and interviews. The observation process was carried out in two meetings in class VIII.6 SMPN 7 Makassar and the interview process was conducted with a teacher. The findings showed that (1) In the interview process, the teacher argues that scaffolding strategies are beneficial in the learning process, namely to build confidence, identify student knowledge, and create student independence. This is very important to achieve learning goals and increase the best potential of each student. (2) The English teacher in class VIII.6 SMPN 7 Makassar uses scaffolding strategy methods in teaching. Researchers found six types of scaffolding strategies used by the teacher in teaching, namely modeling, questioning, giving feedback, breaking down tasks, direct assistance, and providing learning resources. Teacher explain the material to be learned in a structured and systematic manner that can be easily understood by students.

Chromosome-level scaffolding of haplotype-resolved assemblies using Hi-C data without reference genomes.

Scaffolding is crucial for constructing most chromosome-level genomes. The high-throughput chromatin conformation capture (Hi-C) technology has become the primary scaffolding strategy due to its convenience and cost-effectiveness. As sequencing technologies and assembly algorithms advance, constructing haplotype-resolved genomes is increasingly preferred because haplotypes can provide additional genetic information on allelic and non-allelic variations. ALLHiC is a widely used allele-aware scaffolding tool designed for this purpose. However, its dependence on chromosome-level reference genomes and a higher chromosome misassignment rate still impede the unravelling of haplotype-resolved genomes. Here we present HapHiC, a reference-independent allele-aware scaffolding tool with superior performance on chromosome assignment as well as contig ordering and orientation. In addition, we provide new insights into the challenges in allele-aware scaffolding by conducting comprehensive analyses on various adverse factors. Finally, with the help of HapHiC, we constructed the haplotype-resolved allotriploid genome for Miscanthus × giganteus, an important lignocellulosic bioenergy crop.

Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.

The Use of Scaffolding in Physics Learning: A Systematic Review

The scaffolding strategy has been researched in 17 countries around the world regarding its effectiveness in helping improve students' competence in learning. This strategy is implemented directly with the learning model and integrated into physics learning media. The purpose of this study is to provide a description of research trends, methods, and findings on the use of scaffolding in the physics learning process. Systematic Literature Review (SLR) is the method of this research. Article data in the last 6 years (2018–2023) was collected from the Scopus database with the help of the Publish or Perish (PoP) 7 program and the Science Direct database. There were 52 articles selected using the PRISMA technique. Future research has the opportunity to develop learning media that contain scaffolding strategies to support a meaningful physics learning process. The focus of future research can lead to increased learner independence and 21st century skills through scaffolding strategies implemented in various forms of learning media development.

DEVELOPING STUDENTS' DESCRIPTIVE READING SKILLS AND CRITICAL THINKING THROUGH THE SCAFFOLDING STRATEGY USING GOOGLE WORKSPACE FOR EDUCATION (GWE)

The use of technology remains a need to integrate into the teaching-learning process. Meanwhile, the students are still weak in reading skills with their low critical thinking capacity and engage more activities not being tied and integrated into the learning process at school. The aim of this study was to explain the effectiveness of the scaffolding strategy using GWE on the students’ descriptive reading skills and critical thinking and to inquire about the relationship between those two variables. This study used a quasi-experimental design with two research instruments, namely a standardized descriptive text test sourced from the National Examination from 2005-2019 and a 21-critical thinking questionnaire items that had been validated by the expert. The subjects of this research were the tenth grade of senior high students of an integrated public school in Tana Tidung and were taken randomly to be an experimental class and a control class with 32 students for each of these classes. The results revealed that the implementation of the scaffolding strategy with the use of GWE could develop the students’ descriptive reading skills and critical thinking. Additionally, their descriptive reading skills and Greenstein’s critical thinking across four dimensions, namely: (a) critical thinking, multiple viewpoints; (b) analysing information; (c) using data to develop critical insight; and (d) using data to develop advanced clarification indicated stronger relationship. Thus, the implementation of the scaffolding strategy had to be supported to develop in the teaching learning process and to research in a broader scope for continual development.

Penerapan Strategi Pembelajaran Scaffolding Dalam Membentuk Kemandirian Peserta Didik

The application of problem-based learning strategies with scaffolding aims to help students overcome difficulties in understanding the material according to their level of ability, with the aim of increasing their understanding of the material taught by the teacher. This strategy also aims to stimulate students' creative thinking and create a learning environment that is inclusive, supportive and challenging for students. Learning support provided by teachers can be in the form of instructions, warnings, motivation, dividing problems into steps that are easier to understand, and providing examples according to students' abilities. This research is library research by collecting information from books and journals. This article explains scaffolding strategies and stages in the learning process. From the results of this research, it can be concluded that the scaffolding strategy can be an alternative for educators in building and increasing student learning independence

Implementation of Differentiation Learning with Scaffolding Strategy to Success Summative Assessments at MTsN 01 Bengkalis

This research aims to implement differentiated learning with the Scaffolding strategy in success summative assessments students' Arabic language learning outcomes. This research is motivated by the existence of an independent learning curriculum and requires teachers to apply strategies or methods that are in accordance with the independent learning curriculum. This type of research is Classroom Action Research. Data collection using test instruments. The results of this research are based on the results of the research that has been carried out, it can be concluded that the application of differentiated learning with the Scaffolding strategy in learning Arabic at MTsN 1 Bengkalis can success summative assessments students. The success students in summative assessments can be seen from the average percentage of completeness of student summative assessments outcomes in cycle I of 66%, which has increased to 94% in cycle II.

IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.

Promoting Students’ Autonomy in Written Communication Through Scaffolding Strategy

The purposes of this study is to investigate the difference of the students’ written communication autonomy after the implementation of scaffolding strategy. The sample is twenty students of the first-year semester of the undergraduate students of the Buddhist Communication Science Department in Jinarakkhita Buddhist College of Lampung. This research is quantitative by using one group pre-test posttest design. The instruments are writing test, questionnaire and interview. The result of data analysis shows that scaffolding strategy can further promote the students’ autonomy in written communication significantly. The result of the questionnaire shows that the students give the positive response towards applying scaffolding strategy in writing class. The conclusion of this present study, after the students are given scaffolding strategy, along with the improvement in written communication ability, the students’ autonomy in writing improves significantly.

The Effect of Metacognitive Scaffolding Strategy in Improving English Writing Skill at Senior High School Students

The research aims to determine whether metacognitive scaffolding strategy has an effect on improving the English writing skill of making argumentative paragraphs of academic writing and how metacognitive scaffolding strategy can improve the English writing skill of senior high school students at Madrasah Aliyah Mu'allimat Nahdlatul Wathan Anjani. The quantitative research method used was a true experiment with a pretest-posttest control group design. The research sample was 33 students from the school with 17 students in the experimental class using the metacognitive scaffolding strategy and 16 students in the control class using the conventional strategy, and the study lasted four weeks. The mean pre-test for the experimental class was 48.94 and 50.75 for the control class. Using the paired sample t-test, the mean post-test of the experimental class showed a significant improvement; the mean was 74, or 14 points more than the control class. By using this significant value, the researcher tested the effect size using Cohen’s d test. The experimental class's Cohen's d value was 1.59, indicating that this learning strategy is very effective in improving students' writing, according to Cohen's d table for measuring variable effectiveness. Therefore, the metacognitive scaffolding strategy has an effect on improving writing skills in senior high school students. Furthermore, students showed positive results in their leadership, critical thinking, and problem-solving ability.

한국어 초급 읽기 수업을 위한 비계설정 전략

Objectives This study suggests the strategy of scaffolding for learners who are beginners in Korean language as a foreign language and aims to use meaningful teaching and learning strategies in Korean beginner’s reading classes in the future.
 Methods To this end, many prior studies related to reading strategy and scaffolding were first considered. Based on the fact that scaffolding strategy research in Korean reading education as a foreign language was not conducted, theoretical background was considered to present scaffolding strategies which are necessary and appropriate for Korean beginner reading classes.
 Results Based on Kim (2005)'s direct scaffolding structure and strategy, this study reconstructed four scaffolding types: explaining; demonstrating; giving hints; asking questions. Newly reorganized settings and examples were also presented based upon Choi (2003).
 Conclusions The contributions of this research are presented as follows: (1) the need for scaffolding in beginner Korean reading as a foreign language was mentioned; (2) the scaffolding type in beginner Korean reading as a foreign language was newly reconstructed and presented, unlike the existing scaffolding type in reading education.

Scaffolding Strategy and Gender Influence in Learning Social Psychology Concepts

The concept of scaffolding has consistently been a widely explored subject in the field of educational psychology. Though a great number of research had been done in science education, there was little known about social science. To address this gap, the current study examined the interplay between gender and scaffolding on students learning of social psychology concepts. One hypothesis was that women would do better in understanding the target concept of the mere exposure effect than men did. Another hypothesis was that participants who were exposed to the scaffolding scenario designed to provide prior knowledge would be more resilient to learning the concept. In a sample of 47 young learners recruited online, aged from under 18 to 26, an anonymous online survey was used to test participants comprehension, and the results were interpreted using ANOVA analysis. Unfortunately, the results showed no significant effects of gender and scaffolding on participants understanding of the given concept. Further discussion about the possible influential factors and suggestions for future research were mentioned at the end.

Type, level and function of in-text comments in written feedback on specialised translations: an exploratory study

ABSTRACT Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written translations. A corpus of 379 specific in-text comments was analysed in terms of the type of feedback, the level of the translation on which it impacted and its pragmatic function. The results show the prevalence of task-focused feedback, in-text comments on specialised terminology and a mainly corrective function of feedback, concerned with rectifying errors in the student’s translation. The feedback emerging from the results can be described as a unidirectional teacher-to-student model of communication, which does not correspond to the conception of dialogic and student-centred feedback advocated in the most current literature on this topic at university level.

STRATEGI PEMBELAJARAN SCAFFOLDING DALAM MEMBENTUK KEMANDIRIAN MAHASISWA

In the learning process, educators are expected to be able to involve students optimally, so that in the learning process that is given is more of an understanding of the suitability of the material that will be conveyed by educators. One of the things educators can do to maximize this is to implement a scaffolding strategy. This study is a library research by collecting information from books and journals. This article describes the scaffolding strategy and the stages in the learning process. From the results of this study, it can be concluded that the scaffolding strategy can be an alternative for educators in establishing and increasing student learning independence.

Translanguaging in Family Communication

This paper reports on a phenomenological study that examined Hungarian American parents’ perceptions and practices related to translanguaging—a systematic scaffolding strategy that utilizes multiple linguistic repertoires to facilitate competence and performance in two or more language—in family communication. We used semistructured interviews with questions related to language use, parents’ reactions to translanguaging, and their perceptions of why and how translanguaging occurs in oral and written family communications. The participants included twelve Hungarian American families with adolescent children who used the Hungarian language in family communication. The findings indicated that most families found translanguaging natural and positive, and these families used supportive and constructive behaviors when translanguaging happened. A few parents rejected the practice of translanguaging when the communication took place in Hungarian, which indicated monoglossic language ideologies. These divergent views of family language policy were often explained by the familial, social, and cultural contexts of the families. Because parents are the main stakeholders in language maintenance, their perspectives and practices are essential. This paper contributes to our understanding of family language policies regarding translanguaging and offer recommendations for a minority language community, the Hungarian American immigrant community, for which translanguaging is not well researched. jszilagy@brockport.edu

Scaffolding Strategy for Language Acquisition through the Use of Colloquialism by BIPA Learners in Solo

Scaffolding Strategy for Language Acquisition through the Use of Colloquialism by BIPA Learners in Solo

Decellularized extracellular matrix-based 3D nanofibrous scaffolds functionalized with polydopamine-reduced graphene oxide for neural tissue engineering

One of the exciting prospects of using decellularized extracellular matrices (ECM) lies in their biochemical profile of preserved components, many of which are regeneration-permissive. Herein, a decellularized ECM from adipose tissue (adECM) was explored to design a scaffolding strategy for the challenging repair of the neural tissue. Targeting the recreation of the nano-scaled architecture of native ECM, adECM was first processed into nanofibers by electrospinning to produce bidimensional platforms. These were further shaped into three-dimensional (3D) nanofibrous constructs by gas foaming. The conversion into a 3D microenvironment of nanofibrous walls was assisted by blending the adECM with lactide-caprolactone copolymers, wherein tuning the adECM/copolymer ratio along with the amount of caprolactone in the copolymer led to modulating the mechanical properties towards soft, yet structurally stable, 3D constructs. In view of boosting their performance to guide neural stem cell fate, adECM-based platforms were doped with a bioinspired surface modification relying on polydopamine-functionalized reduced graphene oxide (PDA-rGO). These adECM-based 3D constructs revealed a permissive microenvironment for neural stem cells (NSCs) to adhere, grow, and migrate throughout the microporosity, owing to the synergy between the unique biochemical features of the adECM and the nanofibrous architecture. NSC responded differently depending on the adECM-based architecture–nanofibrous bidimensional, or 3D design. The 3D spatial arrangement of the nanofibers – induced by the gas foaming – exhibited a remarkable effect on NSCs’ phenotype determination and neurite formation, thereby reinforcing the critical importance of engineering scaffolds with multiple length-scale architecture. Furthermore, PDA-rGO promoted the differentiation of NSC towards the neuronal lineage. Specifically in 3D, it significantly increases the levels of Tuj1 and MAP2 a/b isoforms, confirming its effectiveness in boosting neuronal differentiation and neuritogenesis.

Scaffolding strategy for encouraging Speaking skills among tenth graders

Introducción: Ecuador es uno de los países de América Latina con menor nivel de Inglés, por esta razón, muchas investigaciones han sido llevadas a cabo para enfrentar este problema. Objetivos: El presente estudio exploró el impacto de aplicar la estrategia de Andamiaje para el desarrollo del inglés como lengua extranjera enfocándose en la habilidad de hablar. Metodología: Se utilizó una investigación cuasiexperimental. Los participantes fueron estudiantes del décimo grado de la "Unidad Educativa Belisario Quevedo" de Pujilí-Ecuador. El método de muestreo fue intencional no probabilístico. El instrumento fue obtenido de la sección de expresión oral del examen de Cambridge PET (Preliminary English Test A2) funcionando como pre-test y post-test. Posteriormente, se aplicó la Estrategia de Andamiaje a un grupo. Los alumnos tuvieron 14 sesiones de clases con un procedimiento estructurado diseñado de acuerdo con las etapas de la estrategia ya mencionada. Al final del estudio, todos los participantes fueron evaluados mediante un pos-test para medir la eficacia de la estrategia. Resultados: Los Hallazgos fueron muy satisfactorios debido a que los niveles de expresión oral de los alumnos en los que se aplicó la estrategia aumentaron significativamente. Además, aspectos como la Gramática y el Vocabulario, la Pronunciación y la Comunicación Interactiva se fortalecieron a través de las etapas de la estrategia de Andamiaje. Conclusiones: Los resultados de este estudio apoyan el uso de la estrategia de andamiaje en las destrezas orales permitiendo a los estudiantes comprender más información e incorporar nuevas ideas a sus conocimientos previos. Área de estudio general: Educación. Área de estudio específica: Aprendizaje del idioma Inglés.

Teaching Reading Strategies Implemented on Student's Reading Comprehension at a Vocational High School

Reading is one of the four necessary important language skills among those skills in learning English as a second or foreign language (ESL/EFL). Pressley & Afflerbach (1995) cited in Erlando (2017) states that good readers should not solely read the text to comprehend a text, but also it should be connected with past experiences. It will ease the students to understand reading material when the knowledge is absorbed first. The research reflects upon teaching reading strategies introduced by Vacca & Vacca (1999) in analyzing the teaching strategies implemented on students’ reading comprehension at a vocational high school, SMK Negeri 2 Batu. A case study is used with the aim to describe teaching reading strategies applied by the teacher by conducting an interview with the English Teacher and observing teaching reading strategies implementation in class at SMK Negeri 2 Batu. The subject of the research is first-year students of AHP A, SMK Negeri 2 Batu consisting of 28 students. It is found that three teaching strategies, scaffolding strategy, question and answer relationship (QARs), and think-aloud strategy, are implemented sequentially.

Soft Scaffolding Strategy: An Adaptive Post-Pandemic Learning to Facilitate Prospective Physics Teacher’s PCK

Teacher professional development programs extensively focus on enhancing teachers’ pedagogical content knowledge (PCK). Given the ongoing programs targeting the improvement of existing teachers’ PCK, there's an evident need for strategies that prepare future educators more effectively. While soft scaffolding has significantly contributed to fostering 21st-century skills among students, its potential in bolstering the PCK of prospective Physics teachers remains under-explored. This study addresses this gap by formulating a soft scaffolding strategy, tailored for post-pandemic learning scenarios, aimed at enriching the PCK of future physics educators. Employing a research and development approach, the ADDIE development design model was utilized. This strategy, termed EPiSODe, integrates key components: Encouraging students, Picking the learning concept, Simulating the learning process, Offering further consultation, and Demonstrating the learning process. Piloted with 52 prospective teachers in Lampung in their third year of Physics Courses, the strategy showcased effectiveness in augmenting their PCK.The results of the data analysis show that the soft scaffolding strategy was effective in increasing the PCK of prospective Physics teachers. The implications of this research include that soft scaffolding learning strategies can be implemented and adapted to the difficulties of candidates in developing PCK competencies. Therefore, to improve the quality of learning for prospective physics teachers and minimize misconceptions or low PCK, this strategy can continue to be developed in case-based learning activities or team-based projects at the higher education level.