Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6451
Title: Synergizing the Epistemic Roles of Scaffolds for Supporting Epistemic Practices
Authors: Lin, Feng
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Lin, F. (2020). Synergizing the Epistemic Roles of Scaffolds for Supporting Epistemic Practices. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1803-1804). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Previous studies have suggested that when scaffolds are embedded and distributed across different agents, tools, and activities, it might better support students’ learning. However, little is known about how they could interact and complement each other to support students’ epistemic practices. In this paper, I build on Tabak’s synergistic scaffolds framework and propose to synergize the epistemic roles of different scaffolds to support students’ epistemic practices and learning.
URI: https://doi.dx.org/10.22318/icls2020.1803
https://repository.isls.org//handle/1/6451
Appears in Collections:ICLS 2020

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