Educational Scaffolding in Primary Education from the Perspective of Younger-Aged School Pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F20%3AA220281U" target="_blank" >RIV/61988987:17450/20:A220281U - isvavai.cz</a>

Výsledek na webu

<a href="https://ojs.cuni.cz/pedagogika/article/view/1694" target="_blank" >https://ojs.cuni.cz/pedagogika/article/view/1694</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23362189.2020.1694" target="_blank" >10.14712/23362189.2020.1694</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Educational Scaffolding in Primary Education from the Perspective of Younger-Aged School Pupils

Popis výsledku v původním jazyce

Educational scaff olding as a form of dynamic, situation-based intervention by the teacher in the learning process of pupils creates an interesting area for exploring specific individually conditioned forms of support that can be captured in the interaction between teachers and pupils in the classroom. The results of the empirical survey presented in this paper focus on a specific research question related to the perspective from which pupils in primary education themselves see learning support. Our aim was to ascertain how pupils of a younger school age subjectively respond to and describe the importance and sources of support used in the teaching process. In terms of methodology, we applied the phenomenological approach. Data was collected through in-depth, semi-structured interviews with 104 pupils of younger school age ranging from six to 11 years old. For data analysis, we used a qualitative structuring technique with the creation of inductive categories. A content analysis of the data made it possible to generate four key categories of learning support sources. Th e fi rst, named “Absence of Fear”, showed the importance of emotional support, in the form of the need for encouragement, praise, and chances to succeed, and, at the same time, the threat of the fear of failure, errors, or bad marks. The second category, named “Again and Again”, viewed a specifi c social-historical feature of Czech school education in the form of routine repetition, revision, and practice of the curriculum. The importance of the social context of peer learning was coded in our data under the title “I’ll Ask Denis”. The significance of the illustrative nature of didactic aims in the form of pictures, drawings, maps, or stories, named by pupils, forms the core of the fourth and last category, called “Visualisation”

Název v anglickém jazyce

Educational Scaffolding in Primary Education from the Perspective of Younger-Aged School Pupils

Popis výsledku anglicky

Educational scaff olding as a form of dynamic, situation-based intervention by the teacher in the learning process of pupils creates an interesting area for exploring specific individually conditioned forms of support that can be captured in the interaction between teachers and pupils in the classroom. The results of the empirical survey presented in this paper focus on a specific research question related to the perspective from which pupils in primary education themselves see learning support. Our aim was to ascertain how pupils of a younger school age subjectively respond to and describe the importance and sources of support used in the teaching process. In terms of methodology, we applied the phenomenological approach. Data was collected through in-depth, semi-structured interviews with 104 pupils of younger school age ranging from six to 11 years old. For data analysis, we used a qualitative structuring technique with the creation of inductive categories. A content analysis of the data made it possible to generate four key categories of learning support sources. Th e fi rst, named “Absence of Fear”, showed the importance of emotional support, in the form of the need for encouragement, praise, and chances to succeed, and, at the same time, the threat of the fear of failure, errors, or bad marks. The second category, named “Again and Again”, viewed a specifi c social-historical feature of Czech school education in the form of routine repetition, revision, and practice of the curriculum. The importance of the social context of peer learning was coded in our data under the title “I’ll Ask Denis”. The significance of the illustrative nature of didactic aims in the form of pictures, drawings, maps, or stories, named by pupils, forms the core of the fourth and last category, called “Visualisation”

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Pedagogika

ISSN

0031-3815

e-ISSN

2336-2189

Svazek periodika

70

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

16

Strana od-do

553-568

Kód UT WoS článku

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EID výsledku v databázi Scopus

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