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Dynamic scaffolding in a cloud-based problem representation system

Dynamic scaffolding in a cloud-based problem representation system Purpose – The purpose of this paper is to argue for the need to develop pre-service teachers’ problem solving ability, in particular, in the context of real-world complex problems. Design/methodology/approach – To argue for the need to develop pre-service teachers’ problem solving skills, the authors describe a web-based problem representation system that is embedded with levels of scaffolding to support the claim. Findings – The authors’ conceptualisation of this cloud-based environment is also very much aligned with the development of pre-service teachers’ systems thinking. Teacher learning itself is a complex system that involves many processes, mechanisms and interactions of elements, and the outcomes may be highly unpredictable (Opfer and Pedder, 2011). As a result of the complex nature of teacher learning, it would be meaningful to frame teacher learning as a complex system. An approach to enable pre-service teachers to be aware of this complexity is to situate them in a systems thinking context. Originality/value – This paper discusses a system which was developed for problem solving. The levels of adaptive scaffoldings embedded within the system is an innovation which is not found in other similar research projects. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Campus-Wide Information Systems Emerald Publishing

Dynamic scaffolding in a cloud-based problem representation system

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References (36)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1065-0741
DOI
10.1108/CWIS-02-2014-0006
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to argue for the need to develop pre-service teachers’ problem solving ability, in particular, in the context of real-world complex problems. Design/methodology/approach – To argue for the need to develop pre-service teachers’ problem solving skills, the authors describe a web-based problem representation system that is embedded with levels of scaffolding to support the claim. Findings – The authors’ conceptualisation of this cloud-based environment is also very much aligned with the development of pre-service teachers’ systems thinking. Teacher learning itself is a complex system that involves many processes, mechanisms and interactions of elements, and the outcomes may be highly unpredictable (Opfer and Pedder, 2011). As a result of the complex nature of teacher learning, it would be meaningful to frame teacher learning as a complex system. An approach to enable pre-service teachers to be aware of this complexity is to situate them in a systems thinking context. Originality/value – This paper discusses a system which was developed for problem solving. The levels of adaptive scaffoldings embedded within the system is an innovation which is not found in other similar research projects.

Journal

Campus-Wide Information Systems – Emerald Publishing

Published: Oct 28, 2014

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