Simulation-Based Learning
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Satisficing The notion that a decision maker stops their search and selects a solution that satisfies some criteria, rather than continuing to search for an optimal solution.
Scaffold ▶ Schema-Based Problem Solving
Sagacity ▶ Experiencing Wisdom Across the Lifespan
Scaffolding Sample Matching Sample matching is a newly developed methodology for selecting “representative” samples from nonrandomly selected pools of respondents (Rubin 2006).
References Rubin, D. (2006). Matched sampling for causal effects. Cambridge: Cambridge University Press.
Sapience ▶ Experiencing Wisdom Across the Lifespan
Satisfaction ▶ Aristotle on Pleasure and Learning
JANET MANNHEIMER ZYDNEY Curriculum & Instruction: Instructional Design and Technology, University of Cincinnati, Cincinnati, OH, USA
Synonyms Adaptive support; Instructional support
Definition Scaffolding has been defined as a “process that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (Wood et al. 1976, p. 90). Scaffolding provides a temporary structure or support to assist a learner in a task and can be gradually reduced and eventually removed altogether once the learner can carry out the performance on his or her own (Pea 2004). In order to determine the adjustable level of support that meets the learner’s needs at a particular time, the scaffolding process involves an ongoing diagnosis of a learner’s proficiency in the task (Pea 2004).
N. Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, # Springer Science+Business Media, LLC 2012
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Scaffolding
Theoretical Background The concept of scaffolding grew out of Vygotsky’s learning construct, ▶ the zone of proximal development (ZPD). This construct established the notion that coaches or peers who are more capable could help learners move beyond their actual developmental level to one that meets their learning potential (Vygotsky 1935/1978). The actual term scaffolding was later defined by Wood et al. (1976). In this article, Wood et al. (1976) explained that “scaffolding consists essentially of the adult ‘controlling’ those elements of the task that are initially beyond the learner’s capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence” (p. 90). This assistance by the adult would enable the learner to develop competence at a much faster rate than if unassisted. Although the original concept of scaffolding involved mentoring by a more experienced person (e.g., Palincsar 1986; Wood et al. 1976), more recently, educators have become interested in scaffolding provided through computer-based tools. Computer-based scaffolding focuses on learners working with software tools that distribute the cognitive task between the learner and the computer system (Salomon 1993). As the learner uses the tool, they begin to “internalize” the guidance it provides; this guidance eventually leaves a “cognitive residue” on the learner, allowing them to c
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