Learning Sciences: stances in move 2

Stances in 'Introduction': Learning Sciences - Introduction 1 - Move 2

(1) Select an 'Introduction'

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

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 2
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 2.

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

Clause

Making Move?
(Y/N)

Stances

Move 2, "Establish a Niche," Introduction 1 (*green = Stance Keywords)

(Y) To add to what is known: The need of greater clarity of design guidelines for scaffolding tools

Non Argumentative

To engage in development and study of design guidelines requires greater clarity concerning what is meant that a tool has scaffolded learners,

8.1

(Y) To add to what is known: The need of greater clarity of design guidelines for scaffolding tools

Non Argumentative

and requires a model of how the tool has benefited learners.

(N) support 8.1

High Argumentative: to proclaim

In particular, it is important to characterize the mechanisms by which a software tool can provide scaffolding for learners.

(N) support 9

High Argumentative: to proclaim by emphasizing

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.