Scaffolding dynamics and the emergence of problematic learning trajectories |
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| Authors: | Henderien Steenbeek Louise Jansen Paul van Geert |
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| Institution: | 1. Department of Endocrinology and Metabolism, Hirosaki University Graduate School of Medicine, Hirosaki 036-8562, Japan;2. Department of Endocrinology, Metabolism, and Infectious Diseases, Hirosaki University School of Medicine & Hospital, Hirosaki 036-8563, Japan;3. Laboratory of Information Biology, Graduate School of Information Sciences, Tohoku University, Sendai 980-8579, Japan;4. Health Care Center, Kochi University, Kochi 780-8520, Japan;1. Special Needs Education and Youth Care, University of Groningen, Groningen, the Netherlands;2. Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, the Netherlands;1. School of Mathematics and Statistics, Hubei University, Wuhan 430062, China;2. School of Science, Hubei University of Technology, Wuhan 430068, China;3. College of Science, Huazhong Agricultural University, Wuhan 430070, China;1. Commissariat à l''énergie atomique (CEA), 15, avenue des Sablières, 33114 Le Barp, France;2. POEMS, UMR CNRS/ENSTA/INRIA, ENSTA ParisTech, 828, bd des Maréchaux, 91762 Palaiseau cedex, France |
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| Abstract: | This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons. |
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