Wood Bruner And Ross 1976

Wood, Bruner, & Ross (1976): A Landmark Study on Scaffolding in Learning

Introduction:

The 1976 study by Wood, Bruner, and Ross, titled "The Role of Tutoring in Problem Solving," is a seminal work in the field of educational psychology. It introduced the concept of scaffolding as a crucial element in effective teaching and learning. This article will delve into the key aspects of their research, examining their methodology, findings, and the lasting impact this study has had on educational practices. Understanding Wood, Bruner, and Ross's work is essential for educators seeking to optimize student learning and understanding of complex concepts.

1. The Concept of Scaffolding:

Wood, Bruner, and Ross's research centered on the concept of "scaffolding," a metaphor borrowed from construction. Just as scaffolding provides temporary support for building a structure, scaffolding in education refers to the temporary support provided by a more knowledgeable other (MKO) – typically a teacher or tutor – to a learner. This support enables the learner to accomplish a task or solve a problem that would be beyond their capabilities independently. The scaffolding is gradually withdrawn as the learner's competence increases, ultimately promoting independent learning.

2. The Experimental Design:

The study used a carefully designed experiment involving children aged 4 to 5 years old. They were tasked with building a complex structure using a set of building blocks, a task deemed challenging for their age group. The children were divided into three groups:

Group 1 (Control): Received no assistance or instruction.
Group 2 (General Assistance): Received general encouragement and praise but no specific guidance on how to build the structure.
Group 3 (Specific Assistance/Scaffolding): Received specific, tailored assistance from the MKO. This involved adjusting the level of support based on the child's progress. The tutor might initially demonstrate a specific technique, offer hints, provide materials in a specific order, or break down the task into smaller, manageable steps.

3. The Findings and Their Implications:

The results clearly demonstrated the effectiveness of scaffolding. Children in Group 3, who received specific, tailored assistance, performed significantly better than the children in the other two groups. They were able to build more complex structures and displayed greater problem-solving skills. This highlighted the crucial role of the MKO in providing appropriate support tailored to the learner's specific needs and current capabilities. The study showed that effective scaffolding wasn't about simply giving answers but about strategically providing support that helps learners to develop their own understanding and problem-solving skills.

4. The Different Levels of Scaffolding:

Wood, Bruner, and Ross’s work implicitly highlights several levels of scaffolding. These levels range from highly directive instruction (e.g., demonstrating each step) to less directive guidance (e.g., providing hints or encouraging self-regulation). The effectiveness of the scaffolding depends on the MKO’s ability to accurately assess the learner's current level of understanding and adjust their support accordingly. This dynamic adjustment is a critical aspect of effective scaffolding.

5. The Lasting Influence on Education:

The study's findings have profoundly impacted educational practices globally. The concept of scaffolding is now widely accepted and incorporated into teaching methodologies across various disciplines and age groups. It underpins approaches like differentiated instruction, peer tutoring, and collaborative learning, where learners support each other's learning. The emphasis on understanding the learner's Zone of Proximal Development (ZPD), a concept closely related to scaffolding, has also become a cornerstone of effective teaching.

6. Limitations and Criticisms:

While influential, the study has some limitations. The sample size was relatively small, and the experimental setting might not fully reflect real-world classroom dynamics. Also, the study focused primarily on a specific task (building a structure), limiting the generalizability of its findings to other contexts.

Summary:

Wood, Bruner, and Ross's 1976 study provided strong empirical evidence for the effectiveness of scaffolding in learning. Their research demonstrated how targeted support from a more knowledgeable other can significantly enhance a learner's ability to master challenging tasks. The concept of scaffolding, with its emphasis on dynamic adjustment and gradual release of responsibility, remains a cornerstone of effective teaching practices, influencing various pedagogical approaches and impacting the design of learning materials.

FAQs:

1. What is the Zone of Proximal Development (ZPD) and its relation to scaffolding? The ZPD refers to the gap between what a learner can do independently and what they can achieve with the guidance of a more knowledgeable other. Scaffolding is the process of bridging this gap.

2. How can teachers apply scaffolding in the classroom? Teachers can use various strategies, such as breaking down complex tasks into smaller steps, providing models or examples, offering hints and clues, using graphic organizers, and providing opportunities for peer collaboration.

3. How do I know when to remove scaffolding? Remove scaffolding when the learner demonstrates consistent understanding and ability to perform the task independently. Observe their progress and adjust the support accordingly.

4. Is scaffolding only for young learners? No, scaffolding is beneficial for learners of all ages and abilities. The level and type of scaffolding will adjust to the learner's needs.

5. Can scaffolding be used in all subjects? Yes, the principles of scaffolding are applicable across all subject areas, adapting the methods to suit the specific content and learning objectives.

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Wood Bruner And Ross 1976

Wood, Bruner, & Ross (1976): A Landmark Study on Scaffolding in Learning

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