Literaturnachweis - Detailanzeige
| Autor/inn/en | Richardson, Emory; Sheskin, Mark; Keil, Frank C. |
|---|---|
| Titel | An Illusion of Self-Sufficiency for Learning about Artifacts in Scaffolded Learners, but Not Observers |
| Quelle | In: Child Development, 92 (2021) 4, S.1523-1538 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Richardson, Emory) ORCID (Sheskin, Mark) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/cdev.13506 |
| Schlagwörter | Scaffolding (Teaching Technique); Discovery Learning; Difficulty Level; Direct Instruction; Young Children; Preadolescents; Self Efficacy; Observation |
| Abstract | Two studies ask whether scaffolded children (n = 243, 5-6 years and 9-10 years) recognize that assistance is needed to learn to use complex artifacts. In Study 1, children were asked to learn to use a toy pantograph. While children recognized the need for assistance for indirect knowledge, 70% of scaffolded children claimed that they would have learned to use the artifact without assistance, even though 0% of children actually succeeded without assistance. In Study 2, this illusion of self-sufficiency was significantly attenuated when observing another learner being scaffolded. Learners may fail to appreciate artifacts' opacity because self-directed exploration can be partially informative, such that learning to use artifacts is typically scaffolded instead of taught explicitly. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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