Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
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Scaffolding has led to promising results in subject areas outside of STEM, including social studies (Brush & Saye, 2001; Nussbaum, 2002; Saye & Brush, 2002), language arts (Proctor, Dalton, & Grisham, 2007), and teacher education (Chua, Tan, & Liu, 2015).
“Scaffolding has led to promising results in subject areas outside of STEM, including social studies (Brush & Saye, 2001; Nussbaum, 2002; Saye & Brush, 2002), language arts (Proctor, Dalton, & Grisham, 2007), and teacher education (Chua, Tan, & Liu, 2015).”
From Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2017) · cites this paper as Saye & Brush, 2002
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 1× · see citing works
“Situated cognition theorists have advocated a process of cognitive apprenticeship that involves modeling problem solving, supporting students’ developing understandings through scaffolding and coaching, and gradually decreasing guidance as student thinking becomes more expert ( Brown, Collins, & Duguid, 1989 ).”
BackgroundInstructional Design Theories and Models
(1983) · doi:10.4324/9780203824283 · Cited by 2,192 · see citing works
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The process of problem‐based learning: what works and why
Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011) · Medical Education · doi:10.1111/j.1365-2923.2011.04035.x · Cited by 855 · see citing works
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017) · Review of Educational Research · doi:10.3102/0034654316670999 · Cited by 346 · see citing works
“Scaffolding has led to promising results in subject areas outside of STEM, including social studies (Brush & Saye, 2001; Nussbaum, 2002; Saye & Brush, 2002), language arts (Proctor, Dalton, & Grisham, 2007), and teacher education (Chua, Tan, & Liu, 2015).”
BackgroundAdaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia
Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005) · Instructional Science · doi:10.1007/s11251-005-1273-8 · Cited by 306 · see citing works
Jumping the PBL Implementation Hurdle: Supporting the Efforts of K–12 Teachers
Ertmer, P. A., & Simons, K. D. (2006) · Interdisciplinary Journal of Problem-Based Learning · doi:10.7771/1541-5015.1005 · Cited by 262 · see citing works
Kim, N. J., Belland, B. R., & Walker, A. E. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9419-1 · Cited by 220 · see citing works
Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
Barzilai, S., Zohar, A. R., & Mor-Hagani, S. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9436-8 · Cited by 176 · see citing works
Content-area teachers and scaffolded instruction for English language learners
Pawan, F. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.02.003 · Cited by 83 · see citing works
Belland, B. R. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9176-5 · Cited by 64 · see citing works
Adaptive scaffolding and engagement in digital game-based learning
Chen, C.-H., Law, V., & Huang, K. (2023) · Educational technology research and development · doi:10.1007/s11423-023-10244-x · Cited by 43 · see citing works
Ayedoun, E., Hayashi, Y., & Seta, K. (2020) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2020.2989776 · Cited by 24 · see citing works
Khojasteh, L., Hosseini, S. A., & Nasiri, E. (2021) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-021-00165-9 · Cited by 21 · see citing works
Net.Create: Network Visualization to Support Collaborative Historical Knowledge Building
Craig, K., Danish, J., Humburg, M., Hmelo-Silver, C., Szostalo, M., & McCranie, A. (2021) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-021-09343-9 · Cited by 9 · see citing works
- Authors
- Saye, J. W., & Brush, T.
- Affiliations
- Auburn University (US)
- Indiana University (US)
- Corresponding author
- Saye, John W.
- Venue
- Educational Technology Research and Development
- Published
- 2002-09
- Volume
- 50
- Issue
- 3
- Pages
- 77-96
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2043943489
- Cited by
- 512
- References
- 2
- Citations by year
- 2026: 21 · 2025: 24 · 2024: 26 · 2023: 31 · 2022: 26 · 2021: 33 · 2020: 28 · 2019: 33 · 2018: 22 · 2017: 25 · 2016: 26 · 2015: 27 · 2014: 32 · 2013: 28 · 2012: 21
- FWCI
- 10.03
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Technology Research and Development (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Sociology and Political Science › Educator Training and Historical Pedagogy
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- scaffolding, critical reasoning, history and social studies education, problem-based learning, hypermedia learning environments, ill-structured problems, complex thinking, teacher support, disciplinary inquiry
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