Microdevelopment of co-construction of knowledge during problem solving : puzzled minds, weird creatures, and wuggles

Thesis (Ph. D.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 1993.Includes bibliographical references (p. 431-442).by Nira Granott.Ph.D

Scaffolding under the microscope: applying selfregulation and other-regulation perspectives to a scaffolded task

Background. Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child’s contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims. This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother–child dyadic interactions fit alongside collapsed sample-level scores. Sample. Data of 78 mother–child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children’s Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods. Videos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial. Results. These constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families. Conclusion. This coding scheme demonstrated the value of exploring perspectives of a mother–child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes

Dynamic testing and transfer: An examination of children's problem-solving strategies

This study examined the problem-solving behaviour of 104 children (aged 7–8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with training based on graduated prompt techniques. Children's ability to solve figural open-ended analogy-problems was investigated as well as their ability to construct new analogy problems themselves. We examined children's progression in solving analogy problems and the variability in their strategy-use. Results showed that the group that received training made greater progress in solving analogy problems than children who only received unguided practice opportunities. However, the training appeared to give no additional improvement in performance on the transfer task over that of repeated unguided practice alone. Findings from this study demonstrate that an open construction task can provide additional information about children's cognitive learning potential

Music as a Manifestation of Life: Exploring Enactivism and the ‘Eastern Perspective’ for Music Education

The enactive approach to cognition is developed in the context of music and music education. I discuss how this embodied point of view affords a relational and bio-cultural perspective on music that decentres the Western focus on language, symbol and representation as the fundamental arbiters of meaning. I then explore how this ‘life-based’ approach to cognition and meaning-making offers a welcome alternative to standard Western academic approaches to music education. More specifically, I consider how the enactive perspective may aid in developing deeper ecological understandings of the transformative, extended and interpenetrative nature of the embodied musical mind; and thus help (re)connect students and teachers to the lived experience of their own learning and teaching. Following this, I examine related concepts associated with Buddhist psychology in order to develop possibilities for a contemplative music pedagogy. To conclude, I consider how an enactive-contemplative perspective may help students and teachers awaken to the possibilities of music education as ‘ontological education.’ That is, through a deeper understanding of ‘music as a manifestation of life’ rediscover their primordial nature as autopoietic and world-making creatures and thus engage more deeply with musicality as a means of forming richer and more compassionate relationships with their peers, their communities and the ‘natural’ and cultural worlds they inhabit

Scaffolding in teacher-student interaction: a decade of Research

Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade’s scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made

Land problems in Palestine

by A. GranovskyDigitalisiert in Kooperation mit dem YIVO Institute for Jewish Research am Center for Jewish History, N

Bodenbesteuerung in Palästina

von A. GranovskyAus der Sammlung des Leo Baeck Institute, digitalisiert in Kooperation mit dem Center for Jewish History, N