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1. www.tandfonline.com › doi › pdfRevisiting and re-representing scaffolding: The two gradient ...

   www.tandfonline.com › doi › pdf

   In consideration of some of the criticisms directed at scafolding, I intro-duce the concept of the Two Gradient Model (TGM) which is a descriptive model that attempts to clarify the interaction between the instructor and learner.

2. www.tandfonline.com › doi › fullFull article: The early history of the scaffolding metaphor ...

   www.tandfonline.com › doi › full

   Feb 27, 2019 · By showing how Bruner was inspired by Bernstein’s work and by correspondence and conversations with Luria, we intend to clarify the extent to which the metaphor began as Vygotskian and the extent to which different properties of the metaphor were introduced by Wood, Bruner, and Ross (Citation 1976).

   • Author: Anna Shvarts, Arthur Bakker

   • Publish Year: 2019

3. www.researchgate.net › publication › 331392071(PDF) The early history of the scaffolding metaphor ...

   www.researchgate.net › publication › 331392071

   Feb 27, 2019 · The concept was empirically introduced by Wood, Bruner, and Ross in 1976 and has often been associated with the “zone of proximal development” in the writing of L.S. Vygotsky.

4. files.eric.ed.gov › fulltext › EJ1100363Re-conceptualizing “Scaffolding” and the Zone of Proximal ...

   files.eric.ed.gov › fulltext › EJ1100363

   Wood, Bruner and Ross (1976), introduced the notion of ‘scaffolding’ as a metaphor for the way an expert ‘tutor’ (such as a parent) can support a young child’s progress and achievement through a relatively difficult task.

   • File Size: 740KB

   • Page Count: 19

5. www.researchgate.net › publication › 261619027_Tools(PDF) Tools for Scaffolding Students in a Complex Learning ...

   www.researchgate.net › publication › 261619027_Tools

   Jun 8, 2010 · Although new curricula and software tools now described as scaffolds have provided us with novel techniques to support student learning, the important theoretical features of scaffolding such as...

6. www.researchgate.net › profile › Marvin-Berkowitz-2Scaffolding morality: Positioning a socio-cultural construct

   www.researchgate.net › profile › Marvin-Berkowitz-2

   Wood, Bruner, and Ross (1976) were the first to use the term scaffolding in elaboration of the role of tutoring on problem-solving behavior. They argued that the

7. People also ask

   Was Bruner inspired by Bernstein?

   • By showing how Bruner was inspired by Bernstein’s work and by correspondence and conversations with Luria, we intend to clarify the extent to which the metaphor began as Vygotskian and the extent to which different properties of the metaphor were introduced by Wood, Bruner, and Ross ( 1976 ).

   The early history of the scaffolding metaphor: Bernstein, Luria

   www.tandfonline.com/doi/full/10.1080/10749039.2019.1574306

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   Who influenced Bruner's theory of scaffolding?

   • Bruner’s theory of scaffolding was influenced by Vgotsky (1978) as they both felt that learners learn best within a social setting, where meaning is constructed during the interaction with other individuals. Wood et al. (1976) indicate several important levels that may occur within the scaffolding or tutoring process.

   Cognitive Constructivism: Revisiting Jerome Bruner’s Influence

   link.springer.com/content/pdf/10.1007/s11528-018-0356-8.pdf

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   How does Bruner view learning?

   • The learner can understand the material, use organization to transform the concept in a new way, and transfer the knowledge to new situations Bruner viewed learning as a process in which students learned concepts and the ability to solve problems along the way.

   Cognitive Constructivism: Revisiting Jerome Bruner’s Influence

   link.springer.com/content/pdf/10.1007/s11528-018-0356-8.pdf

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   What does Bruner say about education?

   • In The Process of Education, Bruner (1960) indicated, a curriculum as it develops should revisit these basic ideas repeat-edly, building upon them until the student has grasped the full formal apparatus that goes with them ^ (p. 13). He encouraged the presentation of complex problems to learners.

   Cognitive Constructivism: Revisiting Jerome Bruner’s Influence

   link.springer.com/content/pdf/10.1007/s11528-018-0356-8.pdf

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8. link.springer.com › content › pdfCognitive Constructivism: Revisiting Jerome Bruner’s Influence

   link.springer.com › content › pdf

   Jerome Bruner was a key figure within cognitive psychology and has made extensive contributions in the development of instructional theory and practice. A psychologist by training, he encouraged educators to introduce problem solving and intellectual development within curriculum to learners.