Fostering Transfer of Responsibility in the Middle School Problem-Based Learning Classroom: An Investigation of Dialogic Scaffolds

• In Event: Instructional and Technological Scaffolding in Enhancing Students' Problem-Based Learning Experiences

Abstract

Within PBL, teacher scaffolding is one way to address the difficulties. However, it is recognized that there are a number of challenges associated with the design and practice successful scaffolds. In this study, we investigated classroom video using Conversation Analysis to inform a deeper understanding of middle school teacher’s type and progression of dialogic scaffolds through teacher-student interactions to examine how transfer of responsibility was achieved. Preliminary findings revealed three themes: (1) Leaving room for the students to take responsibility; (2) Encouraging multiple perspectives; and (3) Shifting patterns of Turn Completion Unit structures.

Authors

• Haesol Bae, Indiana University - Bloomington

• Krista D. Glazewski, Indiana University

• Thomas Brush, Indiana University

• Kyungbin Kwon, Indiana University - Bloomington