This chapter covers the definition of instructional scaffolding, as well as its theoretical bases, and how those bases are reflected in computer-based scaffolding. Computer-based scaffolding is defined as a computer-based tool that extends and enhances student capabilities as students engage with authentic and ill-structured tasks. Despite its original atheoretical nature, scaffolding was linked to many theoretical frameworks, including activity theory, Adaptive Character of Thought-Rational (ACT-R), and knowledge integration. This variation in theoretical frameworks has led to differing scaffolding strategies (e.g., fading, adding, and fading/ adding strategies) and overall scaffolding approaches. These are described in depth in this chapter.
CITATION STYLE
Belland, B. R. (2017). Computer-Based Scaffolding Strategy. In Instructional Scaffolding in STEM Education (pp. 107–126). Springer International Publishing. https://doi.org/10.1007/978-3-319-02565-0_5
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