Types of scaffolding used by preservice physics teachers.
Category | Subcategory | Types | Frequency |
---|---|---|---|
Cognitive aspect | relating learning topics | asking open question | 4 |
recalling | 3 | ||
helping intuitive understanding | demonstration | 4 | |
giving examples | 2 | ||
showing real things | 2 | ||
clarifying students' speech | reconstructing | 2 | |
summarizing | 4 | ||
narrowing concepts | providing explanation | 5 | |
reducing degrees of freedom | giving hints | 4 | |
identifying important characteristics | 3 | ||
clarifying students' thoughts | asking for clarification | 6 | |
asking in-depth questions | 1 | ||
checking the meaning | 3 | ||
maintaining the direction of student activities | guiding activities | 3 | |
encouraging intercation | 4 | ||
keeping focus | 1 | ||
personalized guidance | 4 | ||
checking students' understanding | passive affirmation of understanding | 3 | |
asking a simplified question | 4 | ||
Emotional aspect | respecting students' emotions | showing warmth and responsiveness | 6 |
praising | 5 | ||
listening | 4 | ||
inducing interest/motivation | inducing interest | 3 | |
sharing curiosity | 1 | ||
using humor | 3 | ||
giving meaning to learning | 5 |