Skip to main content
SpringerLink
Log in

Using Technology to Scaffold Progressive Teaching

  • Chapter
  • First Online:
Promoting Language and STEAM as Human Rights in Education

  • 820 Accesses

Abstract

A Practice Scaffolding Interactive Platform (PracSIP) is a social learning platform which supports students in collaborative project-based learning by simulating a professional practice. It puts the core tools of the simulated practice at the students’ disposal, and it organizes collaboration, structures the students’ activity, and interactively supports subject learning. It facilitates students’ development of complex competencies, and at the same time, it supports the students’ development of skills defined in the curriculum. The paper introduces the concept, presents the theoretical foundations, and gives an example of a PracSIP

This chapter is based on and expands (Bundsgaard, 2009).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., et al. (2008). Instructional interventions affecting critical thinking skills and dispositions: A stage 1 meta-analysis. Review of Educational Research, 78(4), 1102–1134. https://doi.org/10.3102/0034654308326084.

    Article  Google Scholar 

  • Barron, B., & Darling-Hammond, L. (2010). Prospects and challenges for inquiry-based approaches to learning. In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice. Paris, France: OECD.

    Google Scholar 

  • Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. Journal of the Learning Sciences, 7(3). Retrieved from http://search.proquest.com.ez.statsbiblioteket.dk:2048/eric/docview/62487307/13A59086B1D68B59086/1?accountid=14468.

    Article  Google Scholar 

  • Bradley-Levine, J., & Mosier, G. (2014). Literature review on project-based learning. Retrieved from http://cell.uindy.edu/wp-content/uploads/2014/07/PBL-Lit-Review_Jan14.2014.pdf.

  • Bundsgaard, J. (2005). Bidrag til danskfagets it-didaktik, med særligt henblik på kommunikative kompetencer og på metodiske forandringer af undervisningen (2. udgave). Odense, Denmark: Ark.

    Google Scholar 

  • Bundsgaard, J. (2009). A practice scaffolding interactive platform. In Proceedings of the 9th international conference on computer supported collaborative learning (Vol. 1, pp. 522–526). Rhodes, Greece: International Society of the Learning Sciences. Retrieved from http://portal.acm.org/citation.cfm?id=1600053.1600129.

  • Bundsgaard, J., & Fougt, S. S. (Forthcoming). Faglighed og scenariedidaktik. In T. Hanghøj, J. Bundsgaard, M. Misfeldt, S. S. Fougt, & V. Hetmar (Eds.), Scenariedidaktik. Aarhus, Denmark: Aarhus Universitetsforlag.

    Google Scholar 

  • Darling-Hammond, L., & Barron, B. (2010). Prospects and challenges for inquiry-based approaches to learning. In The nature of learning (pp. 199–225). OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/the-nature-of-learning/prospects-and-challenges-for-inquiry-based-approaches-to-learning_9789264086487-11-en;jsessionid=8mb7h1ssj77s6.delta.

  • Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533–568. https://doi.org/10.1016/S0959-4752(02)00025-7.

    Article  Google Scholar 

  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329.

    Article  Google Scholar 

  • Gregersen, C., & Mikkelsen, S. S. (2007). Ingen arme, ingen kager!. Copenhagen: Unge Pædagoger.

    Google Scholar 

  • Hatfield, D., & Shaffer, D. W. (2006). Press play: Designing an epistemic game engine for journalism. In Paper presented at the paper presented at the international conference of the learning sciences (ICLS). Bloomington, IN.

    Google Scholar 

  • Hixson, N. K., Ravitz, J., & Whisman, A. (2012). Extended professional development in project-based learning: Impacts on 21st century skills teaching and student achievement. West Virginia Department of Education. Retrieved from http://eric.ed.gov/?id=ED565466.

  • Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 275–297). Cambridge, UK: Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018.

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Retrieved from https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22sb_4913635%22.

  • Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-Based Learning, 1(2). https://doi.org/10.7771/1541-5015.1026.

  • OECD Publishing. (2010). The nature of learning: Using research to inspire practice. Washington: Organization for Economic Cooperation & Development.

    Google Scholar 

  • Pea, R. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. The Journal of the Learning Sciences, 13(3), 423–451.

    Article  Google Scholar 

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education NOW. A renewed pedagogy for the future of Europe. Bruxelles, Belgium: Europakommisionen.

    Google Scholar 

  • Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410–422. https://doi.org/10.1002/tea.10029.

    Article  Google Scholar 

  • Shaffer, D. W. (2005). Epistemic games. Innovate, 1(6). Retrieved from http://www.innovateonline.info/index.php?view=article&id=79.

  • Shaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & Education, 46(3), 223–234.

    Article  Google Scholar 

  • Walker, A., & Leary, H. (2009). A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6–28.

    Article  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. Retrieved from https://www.statsbiblioteket.dk/au/#/search?query=recordID%3A%22sb_4996632%22.

  • Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Aarhus University, Aarhus, Denmark

    Jeppe Bundsgaard

Authors
  1. Jeppe Bundsgaard
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jeppe Bundsgaard .

Editor information

Editors and Affiliations

  1. University of California Berkeley, Berkeley, CA, USA

    Zehlia Babaci-Wilhite

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bundsgaard, J. (2019). Using Technology to Scaffold Progressive Teaching. In: Babaci-Wilhite, Z. (eds) Promoting Language and STEAM as Human Rights in Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-2880-0_7

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-2880-0_7

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-2879-4

  • Online ISBN: 978-981-13-2880-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation