Stances in 'Introduction': Learning Sciences - Full text 1

(1) Select an 'Introduction'

(2) Select a move in that 'Introduction' (What is this?)

Title: Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work
Author: Brian J. Reiser
Journal: THE JOURNAL OF THE LEARNING SCIENCES, 13(3), 273–304

Move	Introduction 1: Full text
Move 1: Establish A Territory	There is much interest in education reform in using technology to support learners. One aspect of the argument for technology has been that --software can be used to help learners succeed in more complex tasks than they could otherwise master (Davis& Linn, 2000; Edelson, Gordin, & Pea, 1999; Guzdial, 1994; Quintana, Eng, Carra, Wu,&Soloway, 1999; Reiser et al., 2001). Researchers have invoked the notion of scaffolding, a construct crafted to characterize how more experienced peers or adults can assist learners. As defined in early research, scaffolding is said to occur when a more knowledgeable person helps a learner succeed in tasks that would be otherwise beyond their reach (Wood, Bruner, & Ross, 1976). In the last two decades of learning sciences research, scaffolding has become increasingly prominent. Scaffolding is a key strategy in cognitive apprenticeship, in which students can learn by taking increasing responsibility in complex problem solving with the guidance of more knowledgeable mentors or teachers (Collins, Brown, & Newman, 1989). Many different approaches to scaffolding have emerged from the design research on interactive learning environments, --and a variety of design guidelines or principles have been proposed (Edelson et al., 1999; Guzdial, 1994; Kolodner, Owensby, & Guzdial, 2004; Linn, 2000; Reiser et al., 2001).
Move 2: Establish A Niche	To engage in development and study of design guidelines requires greater clarity concerning what is meant that a tool has scaffolded learners, and requires a model of how the tool has benefited learners. In particular, it is important to characterize the mechanisms by which a software tool can provide scaffolding for learners. Developing a system of design guidelines for scaffolded software requires such a model of mechanisms that explain why a tool reflecting these guidelines would benefit learners.
Move 3: Present the Present Work	In this article, I present an analysis of two mechanisms to characterize how scaffolded tools can support learning.I describe how these dual mechanisms can address the challenges learners face. I develop the argument for these mechanisms by first considering how tools affect the experience of tasks for learners. Then I review some of the critical challenges learners face in complex domains such as science and mathematics learning. In describing each mechanism, I present brief examples of software environments to illustrate the mechanisms in practice. Finally, I consider how the mechanisms can interact and discuss issues of the embedding of tools in classroom contexts.